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.
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