The Using video cameras in remote teaching and students’ perceptions of privacy

Authors

DOI:

https://doi.org/10.58299/edu.v30i37.607

Keywords:

online learning, synchronous learning, videoconference, privacy

Abstract

This study inquired about the use of cameras in the remote teaching video conference and the students’ perceptions of privacy. Participants were students studying for a bachelor’s degree in the English Language at the Universidad Veracruzana who were exposed to remote teaching with the use of videoconferencing platforms. The research had a mixed-method approach. A semi-structured interview was conducted to collect qualitative data and the survey collected ordinal data using the non-parametric method. Tendency graphics showed the ranks for each topic and students’ perceptions, and participants' quotations derived from the interview. Results showed privacy was not the students’ concern, but the ISP, which affected the appropriate image transference. Findings described that improving social interaction is essential when cameras are turned on, but students preferred saving wideband for audioconference. No perception of abuse or invasion of privacy using cameras was shown, but most preferred cameras to be turned off.

Author Biographies

Isaí Alí Guevara Bazán, Universidad Veracruzana, Centro de Idiomas, Xalapa, Veracruz, M´´exico.

Isaí Alí Guevara Bazán has a Bachelor's Degree in English Language, MA in Education Technology, and a Ph.D. in Education Technology. All his studies, work, and publications have been focused on self-learning, computer-assisted language learning, blended learning, authoring tools for education, instructional design, mobile learning, online material design, self-assessment, and self-access. He has been an online facilitator since 2002, and an online instructor for the MEILE, Da Vinci University, and the UV, where he has a full-time post as an English teacher. His publications are focused on the topics mentioned before and his recent book is about the use of computers for self-learning, Education, innovation, and learning. He was distinguished with the “Perfil Promep” in 2010, 2013 y 2016, 2019, and 2021. He has expertise in online course design, authoring tools, online delivering systems, and educational technology for learning. 

Dra. Veronica Rodríguez Luna, Universidad Veracruzana, Centro de Idiomas, Xalapa, Veracruz, M´´exico.

She holds a Ph.D. in Education, an MA in Teaching English as a Foreign Language, and a BA in
English Language. She is part of the Blended Learning Committee at the Universidad Veracruzana (UV) and has participated in designing three Blended Learning courses for the UV. She belongs to the research group Autonomy in Learning and has published several articles and book chapters about using technology to enhance learning. She co-authored a book on autonomous learning. She is a Full-Time Professor and the Coordinator of the Advisory Program at the Language Center in Xalapa. She is also in charge of the programs Collaborative Online International Learning (COIL) and Virtual International
Collaborations (VIC) at the UV. She is one of the founders and current Latin American COIL Network President. Her areas of interest are technology in education, English writing, Evaluation, autonomy in learning, and internationalization of the curriculum.

Angel de Jesus Hernández Galván, Universidad Veracruzana, Centro de Idiomas, Xalapa, Veracruz, M´´exico.

Es licenciado en Lengua Inglesa por la Facultad de Idiomas de la Universidad Veracruzana.

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Published

2022-12-20

How to Cite

Guevara Bazán, I. A., Rodríguez Luna, V., & Hernández Galván, A. de J. (2022). The Using video cameras in remote teaching and students’ perceptions of privacy. EDUCATECONCIENCIA, 30(37), 130–163. https://doi.org/10.58299/edu.v30i37.607

Issue

Vol. 30 No. 37 (2022): October-December 2022 (in process)

Section

Research Article

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