Webcam use in online synchronous learning: a case study of students from disadvantaged backgrounds in the UK. : English

Mazzola-Randles, Colette and Lee, Kyungmee (2024) Webcam use in online synchronous learning: a case study of students from disadvantaged backgrounds in the UK. : English. PhD thesis, Lancaster University.

[thumbnail of Colette Mazzola-Randles Thesis]
Text (Colette Mazzola-Randles Thesis) - Published Version
Available under License None.

Download (0B)
[thumbnail of Colette Mazzola-Randles Thesis]
Text (Colette Mazzola-Randles Thesis) - Published Version
Available under License None.

Download (0B)
[thumbnail of Colette Mazzola-Randles Thesis]
Text (Colette Mazzola-Randles Thesis) - Published Version
Available under License None.

Download (0B)
[thumbnail of 2024Colette Mazzola-RandlesPhD]
Text (2024Colette Mazzola-RandlesPhD) - Published Version
Available under License None.

Download (0B)
[thumbnail of 2024Colette Mazzola-RandlesPhD]
Text (2024Colette Mazzola-RandlesPhD) - Published Version
Available under License None.

Download (0B)
[thumbnail of 2024Colette Mazzola-RandlesPhD]
Text (2024Colette Mazzola-RandlesPhD) - Published Version
Available under License None.

Download (0B)
[thumbnail of 2024Colette Mazzola-RandlesPhD]
Text (2024Colette Mazzola-RandlesPhD)
Colette_Mazzola-Randles_Thesis_-_Complete_.pdf - Published Version
Available under License None.

Download (1MB)

Abstract

This study addresses the considerable challenge of enhancing online learning in socioeconomically disadvantaged settings, focusing specifically on the role of webcams in fostering a Community of Inquiry (COI). The research is driven by the need to understand how technological tools can support more inclusive and engaging online education, particularly for students who face additional barriers due to their socioeconomic status. Set within the context of Blackpool and The Fylde College, the study draws on the experiences of eight participants, utilising a qualitative approach that combines semi-structured interviews and storytelling. The methodology is underpinned by a comprehensive framework for examining the multifaceted dynamics of webcam use. The findings reveal that webcams can significantly contribute to creating a more inclusive and engaging learning environment by facilitating real-time interaction and a sense of community. However, the findings also highlight several limitations, including technical issues such as poor connectivity and inadequate hardware, as well as social challenges like fear of judgement and concerns about privacy. These factors critically influence students' willingness to engage and participate via webcam, underscoring the need for careful consideration and strategic implementation of technology in online learning. The relevance of this work extends to scholars and researchers interested in the intersection of technology, education, and socioeconomic factors. It contributes to the ongoing discourse on optimising digital learning tools to create more equitable and effective online learning experiences. The study also identifies potential areas for further research, particularly in exploring how socio-material approaches and practice architectures can provide deeper insights into the complex interaction between technology, users, and context in online learning environments. In conclusion, the study recognises the potential of webcams to enhance the qualitative meaning of the technology-mediated activities of COI in online learning but emphasises the necessity of addressing the accompanying technical, psychological, and pedagogical challenges. It advocates for continued exploration into the nuanced ways that technology mediates learning and how these insights can inform the design and implementation of more inclusive, engaging, and effective online educational practices. Keywords: Community of Inquiry, Online Learning, Webcam Use, Socioeconomic Disadvantages, Digital Learning Environments.

Item Type:
Thesis (PhD)
Uncontrolled Keywords:
Research Output Funding/no_not_funded
Subjects:
?? no - not fundedno ??
ID Code:
221398
Deposited By:
Deposited On:
19 Jun 2024 12:30
Refereed?:
No
Published?:
Published
Last Modified:
16 Jul 2024 06:08