Opinion: Professors, students and virtual learning
It’s clear that things are not going back to normal anytime soon and, with the fall semester swooping in on university students everywhere, it’s important to note those changes and adjust accordingly.
Utah State University has made several changes because of the outbreak of COVID-19, including virtual classes and blended learning. Of course, these changes are not new to students who experienced a hurried virtual learning experience in March after universities shut down everywhere. However, this time professors and teachers have had an entire summer dedicated to preparing for online courses and syllabus changes.
In other words, students need to be prepared for their online courses to be real classes with real expectations and real deadlines.
The only concern is that a virtual education is very different from physical education.
According to Will, a columnist for Education First and teacher (both virtual and in-classroom), the difference between online learning and classroom learning is a big one. He writes that “[l]ive learning increases engagement by adding a human element. It is especially beneficial for learners who are not so self-sufficient or who are used to the traditional ‘teacher and class’ model of education.”
He continues to explain that online learning requires a better understanding of technology and an increased preparedness in both students and professors. But professors have to craft an online learning experience that is as engaging and educational as virtual learning can be, whereas students simply have to push through procrastination and lack of motivation.
Robyn Brown of Miami University agrees. She states that in online education, “[s]tudents depend even more on the facilitation, assignment clarification and feedback provided by their instructor.” While there is already a bond of trust between students and their professors, the shift to online classrooms and virtual learning demands even more trust because of the tremendous responsibility that lies on the professor.
Virtual courses need to have clear assignment descriptions, deadlines and virtual class times. Even in the physical classroom, professors may say things that need clarification. Assignments may not be completely understood, deadlines unclear and expectations vague. Virtual teaching will demand stronger communication skills from teachers as well as heightened listening skills from students. Lacking that personal touch will be a challenge for our educators and our students, but in the end, virtual learning calls for improved communication skills that we all need anyway. Ultimately, communication skills are imperative for virtual students’ success and that responsibility falls on the professor.
Although our professors do have a heightened responsibility to their students in online classrooms, it is imperative that students remember their responsibilities, too.
In March, when the pandemic first impacted schools everywhere, many students who usually aim for A’s and B’s settled for a passing grade. Because of that timing, some professors let students off the hook and some didn’t. Finals were cancelled or moved online, and other changes to course schedules were made. However, this is a new semester. Students have to prepare and be ready to engage in online learning to get their money’s worth.
Still, if students are going to learn like they did in the physical classroom, they are going to need clear direction.
As Brown explains, “the students (and faculty) each determine when they will engage and participate in their online courses,” and it will not be easy. Without proper engagement and student involvement, virtual courses will fail professors every time. Students should feel an obligation to virtually attend class, answer questions and participate in discussions, just as they would in a physical classroom. Professors need to communicate those expectations to their students on the first day of virtual classes.
Online learning is tough, but if professors adapt to the new expectations and responsibilities that come with virtual learning, so will students.
Emily White is a junior studying English and broadcast journalism.
— emily.white@aggiemail.usu.edu