Preference for Video Conferencing Features in Online Learning

Student engagement is crucial for quality online learning, yet studies indicate that many students choose to turn off their cameras during synchronous sessions, raising questions about how they continue their learning. This study investigates undergraduate students’ preferences for specific video conferencing features in synchronous online learning. Adopting a cross-sectional, quantitative survey design, data was collected from 54 Universiti Teknikal Malaysia Melaka (UTeM) undergraduates via a structured questionnaire. Findings reveal that the majority of respondents (75.9%) have engaged in synchronous online learning for 2 to 5 years. Microsoft Teams emerged as the most preferred online learning platform (61%), primarily valued for its lack of meeting time limits, built-in cloud recording, and all-in-one workspace integration. Google Meet was the second most favored (28%) due to familiarity and a straightforward interface. Recording (90.7% used, 51% preferred) and Screen Sharing (85.2% used, 24% preferred) were identified as the most frequently used and preferred video conferencing features, cited for enabling content review, note-taking, and clear visual explanations. Notably, there was an overwhelming preference among students to keep their cameras off (96.3%). Primary reasons for this included concerns about other people being seen behind them (61.1%), personal appearance (50%), and weak internet connections (48.1%). These results highlight that students prioritize features supporting content accessibility, instructional clarity, and communication efficiency. The study underscores the complex interplay of privacy, anxiety, and technical barriers in students’ engagement, suggesting that educators should consider camera-optional environments and leverage non-video engagement tools to foster inclusive online learning.