Abertura da Câmera e à Padronização do Plano de Fundo durante as Aulas Online

Abstract

The interaction between teacher and student, in a virtual
environment, creates challenges for this teaching modality
and the possibility of visualizing who interacts can be a
determining factor for promoting a better interaction. In
this scenario, this research aims to map the tutors’
perception regarding the opening of the camera and the
institutionalized standardization of the background during
the lives in an e-learning university. To achieve this
objective, it was used an online form answered by the
tutors of this institution. The questionnaire, based on the
Likert Scale, was analyzed following the Frequency
Analysis criteria. As a result, it was observed that most of
the tutors believes that turning on the camera during the
lives and meetings contributes to the student learning and
the monochromatic background with the institution log
would be the most efficient during synchronous moments,
based on the concepts of spatial presence and social
presence. As a result, it was observed that most
facilitators believe that turning on the camera during
synchronous activities contributes to student learning and
that the monochrome background with the institutional
logo would be the most efficient, according to the
consulted subjects.