Examining Student Preferences in Online Learning: Enabling Camera vs. Disabling Camera and Recorded Videos vs. Live Online Meetings: Memeriksa Keutamaan Pelajar dalam Pembelajaran dalam Talian: Mengaktifkan Kamera vs. Mematikan Kamera dan Video Dirakam vs. Mesyuarat dalam Talian Secara Langsung

Noraziah Mohd Amin; Mohd Saifulnizam  Abu Bakar

doi:10.33102/sainsinsani.vol9no2.637

Authors

Noraziah Mohd Amin Academy of Language Studies, Universiti Teknologi MARA (UiTM), Cawangan Pulau Pinang, 13500 Permatang Pauh, Pulau Pinang, Malaysia https://orcid.org/0000-0002-6430-4412
Mohd Saifulnizam Abu Bakar Department of Computer and Mathematical Sciences, Universiti Teknologi MARA (UiTM), Cawangan Pulau Pinang, 13500 Permatang Pauh, Pulau Pinang, Malaysia

DOI:

https://doi.org/10.33102/sainsinsani.vol9no2.637

Keywords:

Online learning, video conferencing, recorded video, live video

Abstract

Abstrak: Owing to the onset of the COVID-19 pandemic, the majority of educational institutions decided it was necessary to transition to online learning platforms as a means to ensure the continuity of students’ education during this period. However, the attitudes and perceptions of students towards these online learning platforms and video conferencing applications have remained a relatively underexplored area, largely due to the recent development of the pandemic. As such, the objectives of the present study are to determine the tendency of UiTM, Permatang Pauh students towards turning on their cameras during virtual instructional sessions, and to examine the preferences of university students on their preferred mode of learning; either videos or live online meetings. This study adheres to a quantitative research design and utilizes a survey instrument, which was administered to a sample of 103 students from UiTM, Permatang Pauh, Pulau Pinang recruited using convenience and snowball sampling. The survey outcomes reveal that a significant portion of the respondents (58.2%) expressed a reluctance to turn on their cameras during online learning, citing concerns regarding their personal appearance. Notably, a sizeable minority (34%) remained uncertain about their preferences in this regard. In summary, the survey outcomes indicate a prevalent hesitance among students to activate their cameras during online learning, primarily due to concerns about personal appearance. Thus, understanding and addressing these concerns can create a more inclusive and supportive online learning environment, leading to enhanced student engagement and overall satisfaction in virtual classrooms.

Abstrak: Disebabkan oleh penularan pandemik COVID-19, majoriti institusi pendidikan memutuskan untuk beralih ke platform pembelajaran dalam talian sebagai langkah untuk memastikan kesinambungan pendidikan pelajar sepanjang tempoh ini. Walau bagaimanapun, sikap dan persepsi pelajar terhadap platform pembelajaran dalam talian dan aplikasi persidangan video masih merupakan perkara yang kurang diterokai, terutamanya disebabkan oleh perkembangan pandemik yang baru-baru ini. Oleh itu, objektif kajian ini adalah untuk menentukan kecenderungan pelajar UiTM, Permatang Pauh untuk menghidupkan kamera mereka semasa sesi pengajaran secara maya, serta meneliti pilihan pelajar universiti terhadap mod pembelajaran yang mereka gemari; sama ada melalui video rakaman atau pembelajaran dalam talian secara langsung. Kajian ini menggunakan reka bentuk penyelidikan kuantitatif dan instrumen kaji selidik, yang diedarkan kepada sampel seramai 103 pelajar dari UiTM, Permatang Pauh, Pulau Pinang yang direkrut menggunakan teknik persampelan mudah dan bola salji. Hasil kajian menunjukkan bahawa sebahagian besar responden (58.2%) menyatakan keengganan untuk menghidupkan kamera mereka semasa pembelajaran dalam talian, dengan alasan kebimbangan terhadap penampilan peribadi mereka. Menariknya, sebahagian kecil (34%) masih tidak pasti mengenai pilihan mereka dalam hal ini. Secara ringkas, hasil kaji selidik menunjukkan terdapat keengganan yang ketara dalam kalangan pelajar untuk menghidupkan kamera mereka semasa pembelajaran dalam talian, terutamanya disebabkan oleh kebimbangan terhadap penampilan peribadi. Oleh itu, memahami dan menangani kebimbangan ini dapat mewujudkan persekitaran pembelajaran dalam talian yang lebih inklusif dan menyokong, yang seterusnya meningkatkan penglibatan pelajar dan kepuasan keseluruhan dalam kelas maya.

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