Self-viewing and attitudes towards distance learning : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Information Sciences at Massey University, Auckland, New Zealand

Abstract

The outbreak of COVID-19 has dramatically changed learning modes worldwide. To reduce and avoid physical contact, teachers and students conduct remote studies via video conferencing. In this study, we explore the relationship between self-viewing and the attitudes towards distance learning and analyze the factors (such as self-awareness, engagement and communication) influencing this relationship in distance learning. Data is collected using questionnaires (N = 863, in which teachers are 200 and students are 663) comprising eight Likert scales (four for teachers, four for students) on teachers’ and students’ video conferencing. The results show that for distance learning, (i) the frequency of self-viewing can directly affect attitude, and (ii) the frequency of self-viewing can also indirectly affect attitude through communication, engagement, and self-awareness. In this study, the results provide new ideas for the research on cognitive theory, verify objective self-awareness theory and provide some implications for the use of cameras and the effect of cameras on academic performance in distance learning.