Distance Learning: How to Engage “Camera Shy” Students
Due to the Covid-19 outbreak, we’re asking our children and teachers to quickly transition from classroom-based education to an entirely new way of learning. Video conferencing tools such as Zoom have made it possible to connect in real time with students over the computer. While many children and educators are resilient and can make the adjustment, you can’t just flip the switch and expect a quick fix overnight.
Distance education is not one size fits all, which means teachers are required to find new ways to engage students — particularly those who may feel uncomfortable in front of the camera. While social media has influenced how children share their image online, social media allows a loose control over what their peers see. Live video conferencing limits this control, making some students hesitant to participate in class.
As teachers, you know that every child is unique with a different set of needs. In a physical classroom you have to be aware of a spectrum of emotions and behaviors, including separation anxiety, social anxiety, and maybe even a form of narcissism (to name a few). Similarly, distance learning in a virtual classroom is just as emotionally charged and requires you to exercise the same awareness that you’d demonstrate in a physical classroom. There’s good news: you can still address those needs while creating, if not enhancing, a positive learning experience online!
Before I get into the how, let me provide a brief overview of the why. Camera shyness, generally classified under Scopophobia, is often associated with having an anxiety disorder.
Do not fall into the trap in believing that camera shy students have an anxiety disorder.
Many students are simply not accustomed to seeing themselves on camera and are unsure how to interact with you and their classmates. You will need to communicate and demonstrate acceptable behavior, so your students know what’s appropriate.
Feeling comfortable on camera is a learned behavior — not an innate one.
There are other barriers of course: not understanding the technology, not having access to the technology, or beliefs that prohibit the use of the technology — just to name a few. As an educator, you will have to be observant and sensitive to those factors, just as you would in a brick-and-mortar classroom.
The #1 strategy for engaging camera shy students is to set participation expectations.
It’s important to set the expectation that class participation is required. You probably already do this in your physical classroom. Maybe you call it “class rules”, or outline expectations in a syllabus. The digital dynamic feels different for many educators and students, but the requirement is still the same — you must set crystal clear participation expectations. This is particularly important for students who are at risk of becoming disengaged due to the camera.
Communication is key when setting expectations with both the students and their guardians, regardless of their comfort level in front of the camera. Remember, camera shy students may still participate, but in different ways.
When you have discussions about class participation don’t phrase your conversation in a way that invokes guilt, e.g. Don’t you want me to see your happy face in class”?
Instead, opt for a way the student can take accountability for their own on-camera (or off) participation:
“How would you like to participate in class?”
“What can I do to support your classroom participation”?
“What does class participation look like for you”?
You can provide your students, not just the camera shy ones, with alternatives in how they want to participate off camera.
For example:
· Posting on discussion boards
· Bringing something to show and tell
· Commenting on another student’s work
· Answering or asking questions using email or Google forms
· Creating the class “warm-up” activity
You may want to consider sending out a confidential form in which the students can provide you feedback on how they want to participate, and what would keep them engaged in the virtual classroom. You will need to consider the age range and class dynamics before you determine how to collect this feedback, but it is worth your time.
The possibilities are endless. You, as the educator need to work with your students in how you want to shape participation in the virtual classroom. Providing options makes it feel less exclusionary and will encourage students to engage with you in a way that’s comfortable for them.
Distance learning inspires a new way to innovate, communicate, and allows for more flexibility in how we transfer knowledge.
This is an exciting time for revolutionizing how we educate. As we embark down a new path, we will have the opportunity to map out the blueprint for engaging all types of students, not just the camera shy ones.
What could be more rewarding than that?