Akademik Veri Yönetim Sistemi
International Journal of Educational Research, cilt.132, 2025 (SSCI)
This study investigates the reasons why students turn off their cameras during online class meetings and evaluates those reasons in terms of peer interaction, instructor-student interaction, and perceived efficacy. This sequential exploratory mixed-methods study includes a survey design to conduct quantitative research and a phenomenological design for the qualitative stage. While 307 university students participated in the quantitative stage, 11 participated in the qualitative stage. Data collection tools were developed by researchers, including a scale of students’ reasons for turning off cameras and semi-structured interview forms. The data analysis consisted of descriptive statistics, t-tests, correlation, and content analysis. Quantitative and qualitative results showed that the reasons why students turn off their cameras included self-consciousness, privacy and self-control-based factors and technical challenges. The reasons why they turned off their cameras significantly correlated with peer interaction, instructor-student interaction, and perceived efficacy. Despite these findings, the tendency to turn off the camera for technical challenges had no correlation with peer interaction and perceived efficacy. This study provides a deep understanding of the reasons and results behind students’ turning off their cameras in online educational settings. This study highlights the importance of fostering a supportive online learning environment to address students' self-consciousness, self-control and privacy concerns, which significantly impact peer and instructor-student interactions. Stakeholders and policymakers can consider integrating resources to promote practices that encourage active participation without compromising students’ comfort and autonomy during the live lessons.