Evidence map›Paper›PMID 35464115›Full record

ArticleEducation and information technologies2022

The webcam and student engagement in synchronous online learning: visually or verbally?

Marion Händel, Svenja Bedenlier, Bärbel Kopp, Michaela Gläser-Zikuda, Rudolf Kammerl, Albert Ziegler

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Education and information technologies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Marion HändelDepartment of Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Regensburger Str. 160, 90478 Nürnberg, Germany.ORCID 0000-0002-3069-5582
Svenja BedenlierDepartment of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg, Dr.-Mack-Straße 77, 90762 Fürth, Germany.
Bärbel KoppDepartment of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg, Regensburger Straße 160, 90478 Nürnberg, Germany.
Michaela Gläser-ZikudaDepartment of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg, Regensburger Straße 160, 90478 Nürnberg, Germany.
Rudolf KammerlDepartment of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg, Regensburger Straße 160, 90478 Nürnberg, Germany.
Albert ZieglerDepartment of Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Regensburger Str. 160, 90478 Nürnberg, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Given that video conferencing serves as a crucial means for remote teaching, the current study investigated higher education students' (non)use of webcams and engagement in synchronous online courses. Three phases were studied: (1) A state of engagement; (2) antecedents that influence it; and (3) consequences of engagement. The cross-sectional online survey encompassed 3,610 students. Results indicated that visual and verbal engagement were only slightly related to each other. Structural equation modelling revealed different direct and indirect influences on either visual or verbal engagement in synchronous online higher education courses. Due to the novelty of the research scope, results of this study provide a foundation for further investigation.

Indexed as

Higher educationOnline learningVerbal engagementVisual engagementWebcam

Identifiers

PMID35464115
PMCPMC9013737

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.