Student Check-In: The Struggle of Online Courses

Netflix binges, friend hangouts, more free-time, and less pressure regarding academics – sounds like a dream right?

Well, unfortunately, that’s because it is. As college students try to get a grasp of the new learning methods and constant change, they are being forced to adapt to more than just online courses. With this pandemic, many students find themselves in situations they were not mentally and physically prepared for. As I’m sure you already know, many students have had to move back in with their parents during the academic semester or find a place of their own to stay. Because of new bills and the call for self-dependence students are finding themselves working new and or risky jobs to stay afloat. Other students have reverted to living at home, which means their time may or may not be being micromanaged by parents. These are just the top-layer, basic struggles students are now facing – there are so many more unlisted. But, regardless of those struggles, the academic year presses on in a new, modified way. 

When asked how they are coping and adapting, the majority of Frostburg State University students stated they no longer have the same motivation they did when classes were face-to-face. Others said they have no motivation at all.

According to many studies, such as the one conducted at the Polytechnic University of Valencia, loss of motivation is due to many factors but mostly, anxiety, lack of team spirit, fewer rewards, loss of stability, and too many changes at once. Certain students responded in agreeance when asked if any of these factors apply to them. With the pandemic, many students have lost their own space, their sense of stability, and overall anxiety has increased worldwide. With too many changes, students feel their work ethic cease to exist and even things like Netflix and exercising have lost their appeal. 

Lack of motivation is not the only thing causing a rise in poor academic performance and student frustration. Many students have expressed their concerns over the ways teachers have adapted their courses to fit online learning, saying that the overall syllabi changes have been overwhelming.

I took the opportunity to ask 30 randomly selected Frostburg State students to talk about their ongoing online course experience and was not shocked to find the similarities in their responses. 86% of the students said teachers have increased the amount of work that would be done if classes were face-to-face, and 93% of students agreed that discussion-based classes have now been giving “busy-work” and more homework. Within the 30 students, there were three music majors who each said their work has now begun to feel pointless and a waste of time. Two education students said this has ruined their opportunity to do fieldwork and is most likely going to set back their graduation date, due to the requirements needed to complete the teaching certification, all while they sit and complete repetitive classwork that they feel they aren’t getting anything out of. Another set of common responses received was the teachers can no longer relay course content very-well, leaving students to their own devices to find information regarding their tough course material. Another problem is the lack of instruction and the increase of misinterpretation. Some professors have posted assignments, leaving vague instructions, and the inevitable misinterpretation of instructions leaves students receiving poor grades. Another thing students said was that their instructors have not been responding to emails. Students understand that teachers are also adapting but some are neglecting their students’ questions and concerns.

Duncan Poler, a junior and double major in materials engineering and physics, said, “I have found certain professors to be relentless in assignment distribution. We are given a virtually unchanged workload with the expectation to produce at the same rate as before when the material takes twice as long to understand due to a lack of access to our professors. I believe this situation has pointed out some critical flaws in our current education system. These flaws include, but are not limited to, insufficient flexibility, and a propensity to give out work only to fill the grade book. That being said, other professors have adapted very well as they are understanding of the issues students may be facing due to the new constantly changing learning environment. We are all thankful for their patience. I can only hope that there will be a comprehensive after-action report that will be taken seriously and not disregarded for fear of repeating our mistakes.” 

While the University has put out a few surveys for students to take, they have not seemed to be much help. Upon taking the academic concern survey, one student who responded they did not feel they would receive a B average or higher this semester, was directed to a page regarding the information on PC/NC grading. While this is helpful to some students, it is not to others who need to fix their GPA. This is just a single example of how the solution is not “one-size-fits-all.” 

Students are thankful to those professors who have adapted well and showed that they care for them, especially at this time of the semester when coursework has become most abundant. But, while some instructors have adapted well, it seems that most students just want their professors to listen to their concerns regarding coursework and to keep in mind that they may be going through more than they are used to carrying at a time like this. No one thought this was going to be easy, but no one thought it would be this difficult either.