3 Strategies to get Students to use their Cameras in a Video Conference

Mics off. Cameras off. I'm just talking into the void. The only signs of life I do get is the occassional chat message. This is a challenge to build community. This is especially challenging if a video-conference is the only form of synchronous learning available.  During this time, when we all are isolated in our homes, it has become increasingly important to try to humanize remote learning.  Building class community is an ongoing effort which needs to be approached in multiple ways, where turning on cameras will not magically create this community, it is a small step to start.

When asking for students to have their cameras on, its best to model that expectation where you have your camera on. Here are three strategies that might be helpful in starting to build that community and humanize virtual learning by addressing privacy concerns and comfort level. In any of these strategies, clear expectations when it comes to digital citizenship and privacy need to be explicitly addressed as screen shots or recordings can occur without the consent and knowledge of the participants. 

1. Virtual Backgrounds 

Having a webcam turned on means having what is behind you visible. When many students and family members learning and working from home, spaces that may not have been used are being used as learn/work spaces. Accordingly, a student may not want to have that space visible during web-conference. Virtual background provides all participants an option to showcase themselves and not what is in the background which may help participants to choose turn their cameras on. Not all web-conferencing tools have virtual backgrounds built-in as an option such as Webex, where other web-conferencing tools like zoom only have virtual background on specific devices (chromeOS does not have the option). 

When thinking of utilizing a digital tool, it is important to be mindful of access for both educators and students. My web-conferencing tool of choice is Google Meet as it provides the same experience for all participants using a windows, mac or chromeOS device.  In Google Meet, virtual backgrounds can be selected before entering the meeting. During the meeting, by click the three dots (options), then clicking 'Change Background' you will be able to select a virtual background or blur your background. To ensure that students know this feature exists, spend a couple of moments to show them it and take a little break visiting different virtual spaces.

2. Small Group Meetings 

Having your camera on in a large meeting can be uncomfortable. Every participant has the ability to pin/make full screen someone's camera without knowing. There is also the possibility of being recorded either in screen captures or screen recordings without someone's knowledge or consent. Having your camera off is an easy solution where you may not be comfortable or concerned about your privacy. Instead of trying to force this to occur in a large class meeting, why not start small in a small group. Whole class web-conferences can be more focused on direct instruction, sharing of a collaborative document or activities that rely on using the chat or polls for engagement. Scheduling small group meetings to focus on discussion, sharing and support can create an space where a student may feel more comfortable to have the video turned on.  

3. Predictability & Purpose 

With a complete shift to virtual learning, assessment will need to take place. One product of learning is the student presentation. There are many parallels to when a student needs to stand at the front of the class and share what they know to having your camera turned on in a video conference. The same sensation that you are being put in the spotlight and when you speak, you've commanded everyone's attention. Despite the tense nature of student presentations, many of our students are able to muster the courage to do it. There are two factors that seem to help students with presentation, which is predictability and purpose. For student presentations, students know which date they will be presenting and reasons behind why a presentation was the type of assessment. These factors can be applied to video conferencing where you can schedule a specific time where cameras will be needed and for a specific purpose. For example, if doing an activity where students need to show an artifact and speak to it, provides both predictability that everyone will have their cameras on for a portion and a reason to have them on.

In my classes, I never make having cameras on a requirement. It is always a personal choice, but hopefully the strategies help you humanize the video conferencing experiences and begin to build community with your classes virtually! Don't forget to subscribe to get email updates or leave a comment! Talk soon, Jason!