This case study pairs a walkthrough analysis of two popular virtual
learning environments (VLEs) (Zoom and WebEx) with undergraduate responses (n=250) to an
open-ended survey to investigate how VLE affordances impact student identifications and
quality of learning. Previous research has found that interaction and social presence are
necessary for learning online, but professors find these relationships difficult to achieve
when students will not, or cannot, turn on their cameras. Preliminary findings include three
main themes. First, students find Zoom more user-friendly because it is designed to look
like popular social media apps, yet they are still not comfortable being visible. Second,
many students are concerned about their classmates and professors seeing their physical
backgrounds, particularly those who reported having family incomes below $50,000.
Subsequently, they rarely turn on their cameras. Third, BIPOC who identify as women fear
being judged based on their physical appearance and also choose to rarely turn on their
cameras. This study is one of the first to explore VLE affordances and their impact on
identities. Early analyses point to already marginalized groups feeling the pains that came
with the shift to online learning more acutely. Professors and universities should provide
training for identity personalization and find ways to invite students to participate that
do not include mandatory cameras.
VIRTUAL LEARNING AFFORDANCES AND IDENTITY: A CASE STUDY