The 2020-2021 school year has begun amidst a plethora of questions and concerns regarding the procedures, regulations, and protocols implemented in universities and colleges all across Canada. From residences to athletics and the courses themselves, everything has changed at UofT, and, in the eyes of many students, not for the better. However, a few students have been fortunate enough to find themselves participating in dual-delivery courses: courses held both online and in-person. Students and faculty alike are adjusting to this new method of learning, and whether attending online or in-person courses, they have all found this new pandemic-born academic world to be far less pleasant than normal university life would have been.
A large majority of students are stuck with online classes and wish it could be different. “Small course seminars and first-year foundations courses have a limit of around 25 students,” says one first-year student. “What is stopping the university from putting 25 students physically distanced in a lecture hall that can seat 400?” Students are struggling to adapt to university online, especially first years, who have no experience using Quercus or any of the other platforms being put into play. Several have also voiced concerns regarding the social aspect of university, something that many first-years look forward to as they come to school in the fall. With the majority of classes online, students are having difficulties coping with the inherent isolation of online classes. Seeing someone on a screen cannot replace the connections made in person.
According to first-year student Max Caron, “My biggest challenge is the lack of interactions with my professors and classmates. I find it increasingly hard to connect with my peers when we are so physically separated, and I am unable to [truly] connect on Zoom.” Being stuck inside all day with nothing but a screen can affect a student’s mental health; no one wants to be alone, but online classes have made it difficult for students to make the lasting relationships that are so sought-after during their university years. One student pointed out that “Video calls don’t really give any opportunity for genuine emotional reaction,” something integral for engagement and enthusiasm. No one wants to present to a deadpan audience.
Even faculty members are facing challenges of their own. Professor Anne Urbancic finds herself “missing the day-to-day interaction with [her] students, colleagues and the campus,” although she remains optimistic in regard to the potential for dual delivery courses. “I’ve tried not to be too disappointed in knowing that some activities I cannot do, given this COVID-19 environment,” she says. “However, it’s a good challenge for me to think about how I might adapt my courses to the situation.” Professors in every faculty have had to get creative in order to keep their students engaged, a difficult task when everyone is separated from one another by empty space or a screen.
To the students trapped in their rooms with nothing but online courses, the idea of an in-person class holds a great deal of appeal. One first year “wish[es] [her] courses were in person.” In her opinion, “nothing beats in-person learning.” She goes on to state that “I understand the material a lot better in person; I can talk to my professor and fellow students, and I am in an environment suited for my learning with no distractions.”
Still, in-person classes may not be as wonderful as they seem, as the COVID-19 regulations of mask-wearing and social distancing remain in place in the classroom. These regulations have been frustrating for people all over the world going about their day-to-day lives, and it doesn’t end in the classroom. A second-year student in a dual delivery course has said that, “things like muffled voices behind masks (which is even harder when you need to speak into a microphone) and not actually being able to sit near your friends (or even to make new friends),” are problems that have arisen while in-person. It remains a challenge even at school to make new friends, or to learn without the obstruction of a faulty internet connection or bad sound quality.
While some students approve of the normalcy created by in-person classes, even they find that there is a “bit of a communication barrier when [one is] in the in-class portion [and] trying to collaborate with online peers,” as said by the second-year student. Max had much the same to say about a lack of interaction, and therefore crucial relationship-building, in his Vic One seminar class of only 25.
“I cannot see all my online students together; the screen won’t allow it,” says Professor Urbancic. “I sincerely wish this aspect could be improved. I worry that some of the students are not understanding and are perhaps too shy to ask a question or make a comment.” Students stuck behind the camera might be overlooked because they are only seen on a small computer screen, which only adds to their desire to have an in-person class amongst all of their online ones.
Looking at the global trends regarding COVID-19, a normal first, second, or third year of university might be a lot to ask for as cases rise from Ontario to BC. UofT students still hold out hope that things will return to normal, especially as winter draws near and the popular option of sitting outside on the quads of the colleges is no longer feasible. No one could have predicted this pandemic and the dramatic changes it has brought upon us, but it is important to hold out hope. Much can change between now and the winter term, where the majority of students may find themselves with at least one in-person class. Until then, the members of the University of Toronto community must support each other during these difficult times, as they have done since the pandemic began, and remember that even if you’re an ocean away, you are not alone.
What are your thoughts on having dual delivery courses?
Professor Anne Urbancic: I was actually looking forward to having dual delivery rather than strictly online delivery. I had done a number of courses online over the summer in order to prepare for the fall term and felt the zoom fatigue. I imagined that my students would feel the same, and perhaps even more intensely, since they would have several online delivery courses. I am especially concerned for my first-year students who, besides having to confront an unfamiliar pedagogical environment with its new challenges and activities, are also finding themselves in completely novel social environment. On a more personal level, I myself thrive on the almost palpable energy of a classroom, especially when I see that my students have understood the concepts and are able to apply them beyond the course. When we had to end the previous academic year online, I found myself missing the day-to-day interaction with my students, my colleagues and the campus.
Max Caron: I find that dual delivery courses have been alright for now. However, with many classes, there is a learning curve and I feel as though there isn’t either enough knowledge or training about how to use tools such as zoom to conduct class or the structure of asynchronous classes
Anonymous Online : I understand the need for online courses during these unprecedented times. Having a chemistry lecture with 400 students cannot possibly be done safely in person considering all the physical distancing restrictions. However, there are certain classes that I believe could be run in person. Small course seminars and first-year foundations courses have a limit of around 25 students I believe. Seating 25 students in a lecture hall that can seat 400 is definitely possible. In my opinion, in-person learning is more beneficial to the student and the professor. It helps students understand the material better and stay focused during the lecture. Also, the cost of university is quite expensive, and I feel that with online learning, I am not getting the full university experience that I am paying for. I am teaching myself the content of my courses and on top of tuition, I also have to pay for online homework software that is not covered by the university.
Anonymous (Upper Year): It’s been nice to have some sense of normalcy in being in an in-class environment, though it definitely feels like something is not quite the same. It also can be a bit of a communication barrier when in the in-class portion & trying to collaborate with online peers. I’m grateful for the opportunity though.
What sort of difficulties/challenges are you encountering with online courses? With in-person?
Professor Urbancic: Online delivery meant a definite learning curve in adapting the technology to all my requirements. I’ve tried not to be too disappointed in knowing that some activities I cannot do given this covid-19 environment. However, it’s a good challenge for me to think about how I might adapt my courses to the situation. I also have to remind myself to check in clearly and often with my online students.
MC: In person, I only have one class. My biggest challenge is the lack of interactions with my professor and classmates. I find it increasingly hard to connect with my peers when we are so physically separated and unable to connect with my peers on zoom.
AO: Learning at home can pose many difficulties such as faulty internet, difficult time zones, and a loud learning environment. Online learning can also take a big impact on the mental health and wellness of university students. There is so much pressure to do well in this new environment and the workload can be overwhelming at times. As a first-year student, many of us are still being introduced to Quercus and all the other platforms. It can be difficult to know what assignments are due and when. Professors have also been having a hard time adapting to online learning as well. In some of my lectures, I have noticed professors having difficulty grasping all the functions available to them on zoom. Time management has also been posing quite an issue with online learning. So much work is being thrown at us as students that we are staying up until 3 am trying to get our work done in time for classes.
AUY: In online classes in general I find it difficult to put work/school “away” and take time to breathe. I also find it can be more distracting in online class, particularly with chat features and the constant ongoing conversations that people seem to have. In person classes seem to face the same challenges that go beyond just the classroom: things like muffled voices behind masks (which is even harder when you need to speak into a microphone) and not actually being able to sit near your friends (or even to make new friends).
Do you have any improvements or adjustments you would want to make?
Professor Urbancic: No matter what the online platform, I cannot see all my online students together; the screen won’t allow it. I sincerely wish this aspect could be improved. I worry that some of the students are not understanding and are perhaps too shy to ask a question or make a comment. I was so pleased to hear questions and comments in my last class, and I look forward to more interactions with the online students. I’m also very much aware that some of them are not working in the same time zone as Toronto, and that brings its own challenges.
MC:I would like to see more work for trying to move toward in person. I know that at the moment it isn’t exactly possible, but I feel that there has to be some way to bring more classes back to campus.
AO: I obviously wish my courses were in person. In my opinion, nothing beats in-person learning. I understand the material a lot better in person, I can talk to my professor and fellow students, and I am in an environment suited for my learning with no distractions. I know that for some larger courses in-person learning is not possible currently, but that should not be stopping courses with fewer students from learning in person. Some elementary schools and high schools are back in-person full-time. Their classrooms have less space than our lecture halls. What is stopping the university from putting 25 students physically distanced in a lecture hall that can seat 400?
AUY: I’m not sure what even could be done to improve things at this point. Everyone is really trying their best. Obviously, in an ideal world we would want to do without social distancing and masks, but as we all know that’s just not the case!
What changes have you had to make to old methods to accommodate the new dual delivery way of teaching?
Professor Urbancic: Class presentations are an excellent way to build an academic community with a class. This we cannot do effectively now because it’s too risky to have students moving around the classroom, plugging and unplugging presentation slides. So, I chose to do all presentations online through asynchronous videos generated by the students and uploaded to our Quercus site. We ended the last academic year with similar videos, and the process worked very well. Students were able to view and comment on each other’s videos at their own convenience. On the whole, however, things have gone fairly well in this first week of class and I am sincerely grateful to my colleagues in the Office of the Principal who worked so diligently through the whole summer to make everything come together for the beginning of the school year. It’s a new road of adventures for all of us, and we are all, profs and students alike, still designing the road map.
MC:If I have to pick an online learning, it would be zoom. BB collaborate is very clunky and not fun to use. With zoom it is much faster and easier, and has so many great tools built in.
AUY: This year I’m living at home (last year I was in residence) and so I have been commuting for my one dual delivery class which is certainly a change, particularly when there are little spaces on campus to spend time before or after lecture. I’m still taking handwritten notes, but the nature of dual delivery does require me to use my laptop more than I have in the past in class.
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