For teachers, online format presents challenges, advantages
By Kathryn Kruszynski and Ninap Al Rahib
Editor-in-Chief and Staff Writer
Lately, Maria Ortiz has been finding time that seemingly hadn’t existed before: time to make a coffee. Time to take the dog for a walk. More time, in general, to think about the triumphs and tribulations of 2020.
Just over nine months ago, students and teachers alike were scrambling to adjust to a mandatory online format in the wake of the coronavirus pandemic. With the 2020-2021 schoolyear halfway over, Harold Washington teachers like Ortiz are thinking about their remote teaching takeaways and how to move forward into the spring semester.
About half of the teachers interviewed in a small survey said they had never taught an online class before the pandemic. One of these teachers is Ortiz, who strongly feels that she’s most effective in front of her students on campus. It’s been a challenge for her to adjust to teaching a group of black tiles on a screen, which is how most teachers report their online Zoom classes look.
Every teacher has their own rules surrounding camera usage during class. Teachers like Kamran Swanson don’t require students to turn theirs on in an effort to protect student privacy. Swanson observed that almost all of his students had their cameras turned on at the beginning of the semester, which quickly declined as the semester went on. He, too, has issues gauging disconnection and students that may be struggling with the material.
“I’m seeing students being more challenged than they ever have been before by the subject. We’re moving through the subject matter more slowly,” said Swanson. “They’re here to expand their mind. And even if they’re not here for that, that’s the great value of college. It’s something that an online class cannot deeply replicate.”
Other teachers like Rosie Banks and Shelley Taylor, who have both taught online and hybrid classes before, feel differently. While acknowledging that some students can only meaningfully engage in-person, Banks feels that the different learning environment engages different areas of the brain. She enjoys the community she sees being built among students and faculty. Taylor feels the transition was easier for faculty than it was for students, but acknowledges that there are still some aspects that have been challenging. Informal online groups on sites like Facebook have helped faculty connect and share resources, tips and advice.
Teachers recognize the potential benefits of remote learning for their students as well. For those facing transportation issues or scheduling conflicts with work and childcare, remote learning can provide the flexibility needed to stay successful in the classroom. It can also provide a window into social interactions during a time of isolation. Ellen Eason-Montgomery, an early childhood education teacher, cites winter as the best time to take online classes.
A general feeling among teachers is that remote learning has left them all with new skill sets that they’ll use in the classroom. Many say they will continue hosting virtual office hours when classes resume on campus.
“One important element of the college experience is putting students into this new environment. It’s a transition to a new mode of being, a new mode of thinking. That’s something that as educators, we can really capitalize on: to encourage them to break free from old ways of thinking,” said Swanson.
