Hate Online Classes

Hate Online Classes

Hate Online Classes – In-person classes account for only 28 percent of current courses. Last fall, nearly 85 percent of classes were offered in person in 4,072 classes. (File photo by Rowan Jones | Collegian Media Group)

For open-option sophomore Jordyn Harris, taking classes at home makes it hard to focus. She said she feels stressed at home and can’t find time for herself, which can make it difficult to relax after a long day of Zoom classes and staring at the computer screen.

Hate Online Classes

“It makes me want to procrastinate even more,” Harris said. “I kind of hate it, but I’d hate to get sick and lose a lot more.”

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This fall, online courses account for 34 percent of all classes at Kansas State and are taken by 45 percent of all enrolled students.

“We have … almost 1,500 courses that are online,” said Brian Niehoff, associate of institutional effectiveness. “Normally, we had a percentage of classes that were online … through Global Campus, so it’s not just the classes that moved online this semester. This includes all distance courses, whether originating from…Manhattan, other than the Salina, Olathe and Global Campus classes, as well as those that were originally face-to-face classes and moved to being online.”

Hybrid courses are offered at the same frequency as online courses this fall, but account for 3 percent less enrollment at 42 percent.

Fully in-person classes account for only 28 percent of current courses. Last fall, nearly 86 percent of classes were offered in person in 4,072 classes, according to data from the registrar’s office.

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“I think everyone learned from the last six months of teaching that there are some things that can be done online that add value and contribute to student learning,” Niehoff said.

In the early 2000s, Niehoff said he was teaching classes online. Since then, he said, technology has improved tremendously. These improvements help teaching online, but it remains a challenge for some.

“A lot of our students like everyone face-to-face, and a lot of our students like face-to-face teaching,” Niehoff said.

“In the early 2000s … I realized that your students have different learning styles,” he said. “If you’re very visual, if you like to read, online courses … aren’t as challenging, because it’s happening in your wheelhouse. But for students who prefer hands-on activity, it can be difficult. It’s a little more difficult.”

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However, external factors could affect how students take online courses. The apartments double as classrooms, so there’s no way for Harris to escape the stress of school.

“I wish there was another way to de-stress in my position, but there isn’t,” Harris said.

Some classes, such as labs and studios or courses in the College of Veterinary Medicine, may be difficult to move online based on “the nature of the discipline,” Niehoff said.

“There’s a lot more … that just has a lot of hands-on activity for people to do,” he said. “Typically, faculty in these areas use as much face-to-face time as they can.”

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Niehoff said K-State offers online training courses for teachers to learn to teach effectively online. Several training sessions were offered over the summer and Niehoff said “there was a good turnout.”

The Kansas State Collegian is the newspaper of Kansas State University in Manhattan, Kansas. Its content is reported, edited and produced entirely by students, and students make up the advertising sales staff. Published on Fridays when classes are in session during the academic year and weekly during the summer. MILWAUKEE – Ruby Rodriguez remembers the days when English class meant walking to her desk, talking to friends and checking the board.

Now class starts when her classmates’ names appear online. She sits alone at the dining room table, barefoot, petting the family dog. She is a freshman at St. Anthony, a private Catholic school in Milwaukee. She doesn’t know what her classmates look like, because no one ever turns on their cameras.

After schools in Milwaukee went remote last March, Ruby and her eighth grade friends at St. Anthony missed graduation ceremonies and parties. Her close friends attended different high schools, mostly other private schools that offered in-person tutoring. St. Anthony, like many schools in urban areas, including Milwaukee Public Schools, began the fall semester online amid the coronavirus pandemic.

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Virtual learning can keep Ruby, 14, and her family safer during a public health crisis. But it has made it exponentially harder for her to stay motivated and learn. Her online courses are lecture-heavy, repetitive, and lack student conversation. Her grades have dropped from A’s and B’s to D’s and F’s. She wakes up very late. He sleeps a lot. She misses her friends.

Like millions of students entering school almost this year, Ruby is struggling academically, socially and emotionally. And as the pandemic approaches a winter surge, a series of new reports show alarming numbers of children falling behind, failing classes or not showing up at all.

Across the country, students are finding it difficult to focus and retain information with online learning, and many believe they are learning less than in years past.

For months, experts had hoped that returning to classrooms would allow teachers to address gaps in children’s academic and social needs. For many students, this has not happened.

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Goals are constantly changing with the return to face-to-face learning, and about half of students in the US attend virtual-only schools. It’s becoming increasingly clear that districts and states need to improve distance education and find a way to provide individual children with special help online.

The consequences are most dire for low-income and minority children, who are more likely to learn remotely and less likely to have appropriate technology and home environments for independent study compared to their wealthier peers. Children with disabilities and English learners have particularly struggled due to the absence of classroom instruction. Many of these students were already falling behind academically before the pandemic. Now, they’re even further behind – with time running out to meet key academic benchmarks.

In high-poverty schools, 1 in 3 teachers report their students are significantly less prepared for grade-level work this year than last year, according to a report by the RAND Corporation, a nonprofit research institution. Classroom failure rates have skyrocketed in school systems from Fairfax County, Virginia to Greenville, South Carolina. Fewer kindergartens met early literacy goals in Washington, D.C., this fall. And math achievement has declined nationally, according to a report that looked at scores from 4.4 million elementary and middle school students.

“This is not going to be a problem that will go away once the pandemic is over,” said Jimmy Sarakatsannis, head of the education practice at consulting firm McKinsey and Company. He authored a report that estimated the average student could lose five to nine months of learning by June, with students of color losing more than that.

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Beyond that, tens of thousands of children are missing altogether. Hillsborough County, Florida, began the year losing more than 7,000 students. Los Angeles saw kindergarten enrollment drop by about 6,000. There is little data on the progress of missing students, of course, but few assume that they are progressing academically.

“We almost need a disaster plan for education,” said Sonya Thomas, executive director of Nashville Propel, a community group that works with many black parents in Tennessee.

Andrea Kennedy prepares to have a virtual classroom with her seventh graders on the first day of school in Nashville this August. Larry McCormack / The Tennessean

The Nashville school system offered some in-person learning in October and November before returning to virtual instruction after Thanksgiving as cases of COVID-19 increased. Some parents say their kids are failing every subject, Thomas said.

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Others say they still don’t have digital devices or high-speed internet, or that their children’s special education learning schedules aren’t being followed. One father said his middle school child is having so much trouble online that he leaves the house and doesn’t come back until nightfall, Thomas said.

“Our parents are afraid that their children are being left behind and they don’t know what the solution is,” Thomas said. “They’re looking for leadership. They’re looking for help.”

Abigail Alexander, right, a fifth-grader at Head Middle Magnet School, helps her sister Anaya, an exceptional student at Maplewood High School, try to get online for the first day of virtual learning for Metro Nashville Public Schools on 4 August Megan Magrum

Nine months after COVID-19 closed schools and prompted the nation’s largest experiment with virtual learning, the extent of the academic regression is still a guessing game. And it looks different from student to student.

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Johnny Murphy, 15, struggled for a month this fall to learn how to unmute himself during live video lessons with his class at Vaughn High School in Chicago. Murphy has autism and an intellectual disability.

His mother, Barbara Murphy, knows her son will never read beyond a third-grade level. But it takes a backseat to educational goals, such as engaging with peers, and life goals, such as leaving home safely and using money, she said.

Vaughn Vocational High School in Chicago, which serves students with disabilities, was one of the first US schools to quarantine children due to exposure to the coronavirus. Camille C. Fine for USA TODAY

For Lily McCollum, 15, classes move more slowly online than in person.

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