{"id":1705,"date":"2020-06-01T12:06:07","date_gmt":"2020-06-01T20:06:07","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/osuteaching\/?p=1705"},"modified":"2023-12-08T13:08:47","modified_gmt":"2023-12-08T21:08:47","slug":"should-you-require-students-to-turn-on-their-zoom-cameras","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/osuteaching\/2020\/06\/01\/should-you-require-students-to-turn-on-their-zoom-cameras\/","title":{"rendered":"Should You Require Students To Turn On Their Zoom Cameras?"},"content":{"rendered":"\n

Getting students actively engaged in learning is the desired goal of instruction in all modalities. The pivot to remote teaching has rekindled productive inquiry about evidence-based strategies for fostering student-instructor, student-content, and student-student forms of interaction<\/a> in the virtual classroom. This was the focusing theme of a recent High-Contact Strategies<\/a> session of the College of Liberal Arts Symposium.  Inevitably, one of the faculty panelists asked, \u201cHow do you get students to turn on cameras?\u201d The clear implication was that the prevalence of black boxes with names in them in synchronous class sessions negates the attainment of high-contact student engagement. This comment led to spirited discussion on both sides of the question.<\/p>\n\n\n\n

Careful consideration of participants\u2019 responses to the initial question coupled with information from pertinent literature on the topic suggested the bigger question:  Should you<\/strong> require students to turn on their Zoom Cameras?<\/p>\n\n\n\n

To support faculty as they navigate the issues surrounding the norms for turning Zoom cameras on, the Center for Teaching and Learning has created a succinct infographic<\/a> that encapsulates two key ideas:<\/p>\n\n\n\n