Without a doubt, every semester has its challenges, but when it comes to Fall 2020, most students agree that the stress is on another level.
Dealing with the technological responsibilities required for remote learning, such as downloading Respondus LockDown Browser for exams, tuning in to Blackboard Collaborate for synchronous classes, keeping track of each assignment’s due date and locating what might actually be more information on Blackboard is easier said than done.
Although it’s understandable as to why it was the best decision for in-person classes to meet straight through until Thanksgiving, it seems like an unnecessarily intense workload to not have a break. After all, the reasoning behind no fall break is that it is unsafe for students to come back to campus after going home to their friends and families due to the possibility of spreading COVID-19. This reasoning does not apply to online classes, as there is no in-person contact involved.
Not only does the absence of fall break affect students’ grades from feeling mentally drained, but many students claim they are having difficulty in online classes because they must teach themselves. Some online classes meet via Blackboard Collaborate, but many others do not, which can create a disconnect between students and the course material.
“While classes are online and we can do it from home, I feel that it has made life so much more stressful,” said Makayla Bolton, a junior forensic chemistry major.
Bolton is the vice president of an organization at Winthrop called Active Minds, which focuses on mental health awareness.
“With fall break being gone and classes online, many people are getting burnt out, stressed out and not focusing on their own well–being,” Bolton said.
She also noted the factor that many students are working a part–time or even a full–time job.
“We have weekends, but even most people are having to do school work and hold up a job as well during that time,” Bolton said.
However, it has not been easy for professors either.
“We lost Spring Break last March, and I taught all summer, so I haven’t personally had a break or seen any of my family since last Christmas,” said Dr. Jo Koster, a professor of English.
“I was already certified as an online instructor, but many faculty members spent all summer getting prepared to teach online, so they haven’t had breaks either,” Koster said.
Koster revealed that she has a sense of empathy for her students during this time.
“I am trying to be as flexible as I can in granting extensions, and I’ve also told all my students that if they need to tap out for a week, they can—they just have to let me know so that I know they haven’t disappeared,” Koster said. “Students seem to be using the extensions appropriately and I’m glad I can help.”
In addition to flexibility, Koster also offers virtual office hours on Blackboard Collaborate to help her students stay engaged and ask any questions. Yet, not every professor is as empathetic or proactive as she is.
Some online courses do not have any synchronous class dates, do not clearly display or offer virtual office hours, have minimal announcement postings and do not show much flexibility in the way of assignment deadlines.
Another component that may cause student disengagement is that many video lectures also have been uploaded years prior, rather than incorporating new and updated information that might help establish more of a connection during this extremely different kind of year that 2020 has been for all of us.
Even just a short announcement post on Blackboard or an email that a professor sends to simply “check-in” with their students can make a difference by encouraging, connecting and helping students stay on track.
Photo by Tate Walden
