Well, the first week of Fall 2020 is coming to a close. It was quite a week.
So, what is #3. I was not on campus, but my department chair was. My hybrid classes were to meet on Wednesdays, and he checked to see if the same room was open on Mondays at the same time. When he found out they were, he authorized splitting my hybrids in two, with half meeting on Mondays for the semester and half meeting on Wednesdays. This is a very good thing for the purposes of getting all of my students in the class once a week, which is really pretty necessary with a hybrid class.
It began with a blur of changes. All of those options that I referred to in my previous post as to how the fall semester was going to work were thrown out the door on Monday. This is not necessarily a good or bad thing, as I would have liked to have #1 as the option and really did not want #2 as the option. What I ended up with was #3, however. And since I did not even know about #3 until Monday, it required a lot of scrambling and a recreation of many parts of my hybrid classes.
The complicating factors, however, are many.
- For one, not every student can switch, as some have scheduled other classes in that time on Monday and others didn’t do classes on Monday because they were already working or had other obligations. So, even after splitting the classes, which was left completely up to me on how to do it, I then had a couple of days of exchanging announcements and emails back and forth with students to get everyone in the section where they could meet, either on Monday or Wednesday
- Second, I generally avoid Monday hybrid classes, as there is always one more Monday missed than all other days in the semester (Labor Day and MLK Day). Now, with not making this change until after Monday classes would have met this week, I have essentially lost two Monday classes in comparison with the Wednesday section. I have somewhat solved this by having the Monday class meet once in finals week and having the week of Labor Day be an online-only week.
- Third, I now have to (and am still) double all due dates on all assignments, as the Monday and Wednesday meetings will necessarily have different due dates. I had to recreate the syllabus to reflect this first, and I finished that up on Tuesday. Now, I am still in the process of doubling all assignment due dates so that there are different ones for Monday and Wednesday. This is not a hard thing, but it is both tedious and time consuming.
- Fourth, Canvas does not easily allow you to divide up students inside your classroom, and so I had to work around some things to get the students to only see the due dates that were relevant for them.
- And, on that note, McGraw-Hill Connect (which I use in my classes) does not allow you to have different due dates for a single section, meaning that everybody’s due date became the later due date
And that’s just the hybrid stuff I had to do.
We also had the very fun situation of having changed over our ERP (Enterprise Resource Planning) this semester. The changes have made two complications for our classes.
- About half of the classes in our system could not bring students into the Canvas classrooms. This was not solved until late on Monday. This just added to everyone’s stress level for starting the semester. There’s nothing like taking or teaching online classes and having students not be able to access anything in that time.
- This same ERP changeover affected those of us who use McGraw-Hill Connect, as both the faculty and any students who had used Connect prior to this semester had to go to McGraw-Hill’s tech support to have their logins reset. While this was not difficult, it was again one extra step.
So, all of that adds up to me being much further behind on the Thursday of the first week of classes than I would normally be. But, I am catching up and moving forward. I just hope we are done with these types of issues for a while.
How has your start of the semester been?
It is no coincidence that my last post here in the blog was just before I started up teaching again. It is my standard online summer class, and so there is no direct effect on my teaching from the pandemic except for the switch to take-home tests since our testing center is closed.
However, life has been busy beyond just the teaching. So, let’s catch up on a few things (maybe this one should be called “Life in a Pandemic.”
- I have been attending a number of workshops, conferences, and meetings (all virtual). I don’t think I have ever had as much choice of things that I can attend related to teaching, and I have been trying to do as many as I can, as free and professional development are two words that do not often go together.
- My youngest daughter is at a Montessori school. The school started a summer session in early July. They offered it for free to help the students catch up on what they might have missed from all of the disruptions in the spring. It lasted two weeks, then they shut it down for a week because one person tested positive, then it came back for 2 days, and then it was shut down for good when our county shut down all public and private (but not religious private) schools until September 28.
- My oldest daughter, who is entering her senior year of high school, was given the choice between going face-to-face or online this coming school year. We left that decision up to her. What she decided was to go online-only. When looking at all of the guidelines, she thought it was too uncertain to even try face-to-face. Of course, as noted in the previous point, her school will also be affected by the online only until September 28, but she was going to do that anyway.
- My sons, who both just finished up their freshman years at 4-year universities, have made the decision to go to my community college for the moment. I’m not going to go into the reasons specifically, but this was something we had all been hashing out over the summer. It is definitely hard to justify paying the money for a university (especially the one going to a private university) that may or may not be running and may or may not be having in-person classes. Both may stay as long as two years at my community college, as they can largely get what they need there for a while.
- Finally, there’s the question of what I’m doing in the fall. There is no official word from my community college that anything has changed. The schedule that students are signing up for now is the same as the one published prior to the pandemic with some more online classes added. I am scheduled to teach 2 hybrid sections and 3 online sections, which would be my normal Fall load. But there is just too much uncertainty to know how all of it is going to play out. I’m in better shape then many, as I have a fully ready online class, and that is over half of what I am teaching anyway. I do not know yet if my hybrid will actually be a class that meets face-to-face or not, but that is where we are going so far. With all of the uncertainty, that’s really all I can say at this point.
So, there we go. Everybody in the family is up in the air. All six of us are back to living in the house, although that’s not as much of an adjustment as some, since the boys were only gone from the beginning of the Fall semester last year through Spring Break. I guess we shall see if we get any more clarity as we move forward.
One of the issues the I keep coming back to in thinking about the past semester is how we teach online. Much has been made of the difference between online teaching (which I have been doing for over a decade now) and remote learning that was forced on everyone in March of this year.
The difference between the two is vast, as a true online course is one that needs to be created from the ground up as an online course and cannot be a quick move over of face-to-face content to an online environment.
One of the real differences that I noted in the approaches to online vs. remote teaching is the question of how the learning takes place. In my online course (and as echoed by my friend Mike Smith at McNeese State University), I have taught almost exclusively asynchronously. Most of the design books that I have read and resources that I have accessed over the years have confirmed that this is the best format for fully online instruction, as it allows for the flexibility in completing work and interacting with material that many online students are looking for.
Before I go any further, however, I do want to provide some definitions here:
- Synchronous Learning – Learning that takes place in a format where both the instructor and the learner are in the same location in time and/or space. This can be a traditional classroom format or something like a Zoom session that delivers content in real-time.
- Asynchronous Learning – Learning that takes place where the instructor and learner are separated in time and/or space. This is seen very often in online courses, where resources and assignments are provided for students to access and complete on their own time.
As I stated above, my online class is completely asynchronous. The students are given the resources, assignments, lectures, textbook information, assessments, and discussion space all online with no expectation that there is a specific time or place where they will all come together for instructions. This does not mean I am not involved, as I generally work inside my classrooms for 1-4 hours each day, depending on the time of the semester, and am constantly monitoring both my classrooms and other messaging that I get from students outside of the classroom (such as email).
The only real point of direct, face-to-face interaction would be office hours. I also do hold more traditional office hours. This is a bit of sticking point for me, as my department had up to March of this year not allowed online office hours, which seems to me to be a blind spot to where our students actually are. Since March and probably for a while after, we now can have online office hours, which would actually be the only really synchronous material for any students who would come into those office hours and get instruction or have questions answered by me in real time.
One thing that I do differently than a lot of people in their teaching is hybrid learning. I have been teaching hybrid classes for about 6 years now, and my model is roughly a 70/30 model, with 70% of the learning taking place online and 30% in class. Thus, like what I noted above, all of the online portion for the hybrid course is asynchronous. That 30% is the hour and fifteen minutes that I meet with them each week, and that is the only synchronous portion of the course.
My hybrid students are more likely also to come to physical office hours than traditional online students, meaning that they do also have those synchronous options.
The Change in Learning with the Pandemic
As we moved to remote learning in the pandemic, everyone had to scramble to figure out how to make those changes. I have already detailed some of this in previous posts in this Thoughts on Teaching in a Pandemic series. Since a lot of those who were guiding this move were focused on how to move the face-to-face classes to online, much of the assumption was that the remote learning would be at least somewhat synchronous. Since this is the assumption that many have of what online teaching looks like when they have not taught online before, I saw this all over the place – the assumption that we would all just schedule Zoom sessions during our normal class time and then lecture to the students as we would have at the same time and same place.
For better or for worse, this has become part of the story of what has happened – with a narrative emerging of how challenging, or even ineffective, Zoom learning (as it so often came to be) is. In my opinion that is because online learning is not meant to be synchronous. There can certainly be successful synchronous elements in an online course, especially if students are notified up front and early that there will be certain times or certain assignments that are going to require their presence. I don’t use any, but I know of a number of successful online instructors that do use synchronous discussions, group work, and the like in online classes. However, even those classes remain heavily asynchronous overall.
So, What’s the Point?
Why am talking about this somewhat weedy subject? I think that why so many faculty and students were unsatisfied by what they saw in the spring of 2020 is because of this synchronous vs. asynchronous distinction. I have heard, even from my own sons in college, that the learning situation in the spring was not very good. Both of my sons recounted having to get up for 8am classes from home and then sitting there with a lot of random banter, technical problems, and then not learning much overall. Now, could I say that every class experience I have had has been worthwhile and engaging, but there is something different about trying to do it online vs. face-to-face. Especially for my son who is going to a very (VERY!) expensive private university, he felt he was getting very little value out of his education for those last months. A lot of the “value” comes from being on campus and having access to everything there. Sitting at home in front of a screen when that is not what you signed up for is going to be rough no matter what. The insistence on holding classes at the same time and in the same format as before seems to me to be a recipe for discontent overall. It’s not the fault of the professor or of the university, as everyone had to figure out how to do this in a week or two. So, if it didn’t go well, then it just didn’t, but at least everyone knew that we were all doing our best in a difficult time.
What I worry about in the summer and fall. The easy path will be to try to continue on as if nothing really happened and feel that we can all just turn on a dime and teach online again if a second wave breaks out. I only hope that some lessons have been learned about what works and what doesn’t. This summer has to be one of reflection and reworking of courses for everyone. If change isn’t made, it is the students who will suffer. Both of my sons have said that they are worried if it will be worth it to go back to their four-year universities if it is going to look like it did in the spring. I am certainly not trying to say that the question of synchonous or asynchronous is the only issue in making a strong course that can be presented online only or moved online if needed, but it is an issue that needs to considered by everyone who wants to teach in any online format for the future.
My last post was a general reflection on my teaching during a pandemic. It was on my own experience and how it affected me. Today, I want to talk about how my students responded to the changes that came this semester.
- As I noted in my last post, the online students’ experience didn’t change a huge amount, but really the experiences of both the online and hybrid students did change.
- The majority of students expressed a feeling of overwhelm and anxiety to me with the switch. For a lot of the hybrid students, they were taking hybrid because they did not want an online class, but they said that since the class did not change significantly that it was not a major issue.
- For my classes, the fact that we lost a week and had to make things up pushed assignments closer together.
- As well, while I do think students often take Spring Break to do some catch up in their classes in a normal semester, we extended the Spring Break by a week this year. This 2-week Spring Break was very unproductive for them because of how the world was overturned. Not only that, but it also took longer for them to get back into working on classes at the level they had previously.
- So, even though I moved some assignments to extra credit rather than required and moved the exam to a take-home, there still was a feeling that they were doing more than usual in my class each week.
- However, while many said they were working more for my class, almost all who were in multiple classes said that their workloads for school had gone up even more for other classes. I heard many say that the result of changing online out of face-to-face classes was that the expectations and workload seemed to go up dramatically. I have no insight beyond that, as few said why that changed happened and I did not want to pry into what other faculty were doing, but the universal feeling was that classes that were face-to-face that went online got both more demanding and more difficult to complete.
- Here is what one student said: “I got really behind this last unit, having more than one online class (since they all got put online) has been really hard to keep up with all the work. And effectively giving each class time in your day is very challenging, So with that being said, I did not participate in this discussion forum. I hope no one else is in the same boat and struggling to stay a float with all their classes being online! I miss face-to-face classes so much. A lot of my classes are 10 times the work online. Finish Strong!”
- A majority of students reported difficulties in prioritizing school work.
- For some it was because they were now working more because they are essential workers or now had time off to add hours to their jobs.
- As one online student put it: “I personally have 2 classes online including this one, but besides having these classes I have been working almost every day including weekends now because I have more responsibility for my projects. the quarantine didn’t stop the company I am working for because of the nature of what we do. However, I have been feeling like I am not productive enough and so I started to do some online courses, reading new books and also I started to do the extra credit assignment. So far I have tried to keep a daily schedule to keep up.”
- For others, the loss of jobs meant that they now had financial strains that impacted their ability to do their work for classes.
- I did not keep track of everyone who reported this, but I had a number of students tell me that either they had lost work or that people in their families had lost work.
- For some it was because they were now working more because they are essential workers or now had time off to add hours to their jobs.
- What I heard the most, however, was that the isolation was quite intense for the younger students who were now stuck at home with their families, especially those who relied on leaving the house to get work done because of chaotic home environments.
- For those who are older and have kids, they had the same experience that I have had – namely that I am now educating my kids and/or trying to keep them focused and entertained. We are now at home all the time, fixing way more meals at home, and having to run all sorts of educational and Zoom sessions for my kids. Those with kids noted that the shift to having kids at home and having to educate/monitor them was a primary distraction to getting real work done.
- As one online student put it: “Hello! I hope everyone has been staying safe and healthy as we are coming to the end of the semester! Summer is almost here and thankfully this week most states are gradually opening back up again so hello sun! These past few weeks have been crazy at home though I haven’t been working from there…So while having a family at home while I was working a bit more than usual school seems like a lot as all of my classes are coming to an end. This class has been great I have been working hard in this unit 5 I am actually almost done with it!!! I think the most stressful part about this class at the moment is the Final paper only because all of my other classes have a final paper due the week too. Anyways I hope everyone is doing great any comments about unit 5 or the paper please leave I’m interested to know where others are at the moment in the course.”
Those are just some of my thoughts about how the students have reacted to the situation in my own experience. For those of you who are teaching or for those taking classes, what was your experience?
We have come to the end of our semester of craziness. The breaking of COVID-19 and the push to abrupt remote teaching at Spring Break made this a semester like no other. I was luckily more able to make the transition than many, as 3/5 of my sections were already online. The other two sections were my hybrid sections, and those are already about 2/3 online in the way that I teach them. Thus, for me, the personal transition was not as hard as it was for many.
There were still some challenges, for sure.
- My three online sections were still somewhat impacted, as the extended Spring Break moved their assignments back a week and that pushed closer together a lot of the assignments for the last part of the class. It also grouped together my grading more and made it to where I did not have as much time to get comments back to students on their thesis and outline so they could work with them on the final paper.
- As I noted above, the hybrid classes were already about 2/3 online. It was, however, one of the most important components, the face-to-face discussions, that got dropped. To make up for that, I substituted online discussions each week and a weekly optional Zoom session. These went reasonably well. I don’t think it went nearly as well as if we had been in class, but it was at least acceptable. The big thing that I noted was that I did not have nearly as much time to devote to participating with them, as the pushing together of assignments that I noted with the online class happened here as well. I was grading more, and because of that, I was doing less other things in the class. There is another reason as well, that I will put in the third note here.
- The thing I spent an unusual amount of time on is the helping of others in the department and keeping up with both the changes and trends in higher education broadly and with COVID-19 in specific. My energy level and attention level were drained by both of these, and that also contributed to me not interacting as much in discussions with my students. I still did all of my Zoom sessions, held my online office hours, and answered student questions in a timely manner. I would even say that I got things graded faster than I would normally at the end of the semester. But I definitely participated less in discussion forums, both with my online and hybrid students. In fact, in grading them in the last couple of days, I see that I missed a number of places that I might have responded, either with information or with prompting questions to get them to go further.
Working on all of this from home was also a challenge, of course. While working from home did take out many expenses in time and gas for travel, sitting at the office, and eating meals/snacks there, there were also costs to being at home. I have four kids, two in college, one in high school, and one in elementary school. Everybody was home (and still are) since the start of Spring Break. The three older kids have had their work to do, but they are relatively self-sufficient with their work. We are, however, full-time teaching our 7-year-old. Her Montessori school has been sending home packets to complete, and they are keeping us busy.
Being at home all the time is not a big problem for my own work load, since so much of it was online already. But it still was quite different from the norm. How has everyone else’s experience been? For those of you who teach, what was the impact on your teaching?
I will be back for a couple of more of these as I reflect on the semester and start preparing for the next one, whatever it might bring.
I was at a 5-year-old’s birthday party this past weekend, and a parent asked what I do. When I responded that I teach history at a community college, he proceeded to tell me about his own experience. He came to this country as a senior in high school and had to take American history to graduate. He then went off to college and took American history there the next year. His comment was that he thought it was a waste of time to take college-level history, as it was just a repeat of what he had been taught in high school. That further convinced me that my approach to teaching college-level history is heading in the right direction, as I know that my class is nowhere near just a repeat of what the students would have gotten in high school. In fact, the top comment that I get in my discussion forums is how the students have not heard much of anything that I teach before coming to my class.
That brings me to the first part here of what I do in the online teaching environment for history. For a long time, teaching history has been focused around the narrative, with the feeling that, if you do not speak about every single detail of American history that you can squeeze in, then you are failing to do your job. I hear that from my colleagues here and elsewhere that, every time we are asked to do something besides teaching the narrative, we are taking time away from what we are supposed to be doing. When I get to Part 2 of this series, talking about my hybrid courses, I will talk about a course where I have started the break with the narrative approach to history. However, for Part 1 here, my online course is still largely a narrative course.
What makes my course different from a high school course is: What narrative are you teaching? My students have to cover the material in multiple different ways online, getting the narrative from multiple sources and perspectives.
In the old style, the narrative came from two sources — the instructor and the textbook. The instructor presented the “true” content for the course, and the textbook covered all the cracks where the instructor either did not have enough time or did not present on topics he or she wasn’t all that interested in. These two sources largely matched in approach, and student success in class came in how closely they could match the instructor and textbook approaches on their multiple-choice and essay exams.
I have so many different perspectives in my class that there is no single source of information. As well, throughout all of it, I do not insist on a coverage model at all, as we will have some material that we will spend a lot of time on and others that we will not. At the base, here are the sources that my students have:
- My lectures (presented in both a Word document and as audio podcasts)
- The textbook (1-2 chapters each week)
- 7-10 primary sources with detailed assessments on each through the semester
- Crash Course US History videos from YouTube
- 10-20 additional resources on the web each week.
- These are basically anything I can find for free on the web that has a stable link that covers some subject related to that week. These include:
- newspaper articles
- magazine articles
- journal articles
- online museum exhibits
- These are basically anything I can find for free on the web that has a stable link that covers some subject related to that week. These include:
The only part of the above that is not required are the additional resources, but I know that students are reading them because of what they talk about in the discussion forums (which will be a later post). I will have one student post what they find interesting in a resource, and then another student will say that inspired them to read/watch/listen to the resource. Then, they post about it, triggering another couple of students, and so forth.
It is a lot of material, but, of course, in an online course, I can ask for them to do that material and hope they do it. I try to have assessments tied to all of it except the additional resources, whether it be in textbook quizzes, assessments on primary sources, or broad-based essay questions that cover the lectures and Crash Course Videos. The evidence overall shows that students are definitely accessing some of it, with the better students accessing all of it.
I feel that the coverage that I give them works well, as I hear from them regularly. I have a lot of avenues for students to talk to me about their progress in the course, and they find the material manageable and interesting, which means I am meeting the goal I am looking for.
As I move forward in developing material, I do want to do more.
- First, I am looking to redo my lectures. They are the ones that I first developed in teaching American history almost 15 years ago, and I know they are dated. They are largely still on the coverage model, and updating them would allow me to have the lectures be more of a deep dive into the interesting material for the subject and allow the textbook to remain as the one source still tied to the coverage.
- Second, I would like to diversify my assessments to focus more on the skills that I am looking for students to learn rather than just their memorization of the material. I have been fairly successful so far in doing that, but I know I could do more (which I will discuss in the assessment part of this discussion of what I do).
For right now, I am moderately happy with my content coverage, and, if I could do that first one, especially, I think I would have my online history course in a very good place.
Do any of you who read this teach history or another introductory subject? What do you remember from when you took introductory history?
These days, I teach classes in two ways — online courses and hybrid courses. Part 1 of the “What I Do” series will look at how I teach online courses.
I have been teaching online since Spring 2007. I was hired on at my current job in 2006. At the time, I was told that I was to develop online courses for the social sciences department. I was given a year at the time, which meant, of course, that I did not think about it for the first couple of months, as I was just trying to get acquainted with a new place and a new job. I had never taught online before, had never taken an online class before, and had never even seen an online system before. So, I was a complete neophyte in the realm of online education.
Of course, my decision to not think about it for the first couple of months would not last. In November of my first semester teaching, I was told that a decision had been made to move the start date from Fall 2007 to Spring 2007, so, instead of about 10 months, I now had 2 months to get an online course ready. I still had not seen an online course or had any idea what it meant to teach online.
I dove in as fast as I could. We were using the Moodle LMS at the time, and I scheduled a training session with our LMS administrator shortly thereafter. The training was great. I understood Moodle, and I was reasonably confident that I could develop in it at a fairly general level (at least well enough to get started). However, I came out of that training thinking that it was great, but that I still did not know how to teach an online course. The LMS training was great at the nuts and bolts of navigating the LMS, but I still had no idea what online pedagogy was. I did not know how to organize an online course, how to create online assignments that were appropriate for a course, or even how an online course should differ from a face-to-face course. And, as I found out shortly afterwards, that was the end of the training offered at my college. I was told that if I wanted to know more, I needed to go and ask others around the college who taught online.
As a very new faculty member with few connections on the campus (and an office that was isolated from everyone else, as I got the only space open at the time, which was behind the stage in the fine arts center), this was not an easy thing to do. I asked around and got a few examples. Some were bad (just have the students write a few pages on each chapter in the book and give them some multiple-choice quizzes — this online teaching thing is a breeze!) and some were ok (some discussions, quizzes, and exams). However, none really stood out to me as models that I wanted to follow. Later I would learn that there was a whole group of people who had been teaching online well for years, but I would not be introduced to them until later.
Thus, I was left on my own. I had about one month left, and I needed a course to be able to present when the spring semester opened. I followed the one consistent piece of advice I had heard from all over the place — make your online course as much like your face-to-face course as possible. I would never give that advice now, but, over a decade ago, that was the standard. That is what I did.
So, this is what my first course (the second half of American history) looked like:
- My lectures were from lecture notes that I had typed up. I uploaded them, as well as my PowerPoints and other supplementary material that I used in my face-to-face classes.
- I had the students read 1-2 chapters a week. I was told I needed to hold them accountable for this, so I had them submit a weekly writing assignment most weeks on what they had read. I have no idea now what those assignments looked like, but I am sure they were fairly basic response papers.
- I had four week-long discussion forums on primary source documents that were in the weeks that I did not have weekly writing assignments.
- I had three exams that were made up of multiple-choice and true/false questions.
I mirrored this over the summer in developing the first half of American history course. And thus, my career teaching online courses took off.
How did it go? I actually have no idea. Students finished the course. Students got grades. But at that time, I was not much for self-reflection on courses, as I was always just moving on to the next thing. I also had a raging addiction to World of Warcraft that took up much of my spare time, leaving me basically moving in a world without real feedback or intellectual time to think about what I was doing.
For the next several years, I moved along, adjusting things here, moving things around there. Probably the most significant thing I did in year two of teaching online was to record my lectures as audio podcasts. I still use those same podcasts today, and students still compliment me on them, which I take to mean they are both still relevant and were done reasonably well.
By year three of teaching online, I had kicked my World of Warcraft addiction and had started to come face-to-face with the realization that, while my online course was fine, it was nothing special. Over the next couple of years, I started learning online pedagogy, pushed my department to a textbook that had good online tools, and redesigned my course.
My online course today looks nothing like what it did in 2007, and that is a very good thing. I have grown as a professional and now have a course that both satisfies me and is relevant to students and their success. I certainly will not say it is perfect, and I hope to get to a point in this series where I can start talking about changes I would like to make. Up next in the series, I will talk about the structure of what I do today and then will break out the various assignments that I use today.
So, here we stand. Our third snow day in the last two weeks. All of them in late February to early March in Texas. Yes, that is unusual. It poses the same challenges that happen any time you have unscheduled time off from school, and, without a doubt, it is better than last year, when our big frozen, snow days were during finals period of the fall semester. Missing days in the 7th and 8th week of the semester is not bad overall, especially since I do not give midterms. Those who do midterms are struggling to figure out how to make those up, with the real result that most of them just get pushed to after Spring Break, which is next week.
I know that a snow day is nothing particularly unusual, and that what counts as a snow day would be an average winter day in Pennsylvania, where I spent 8 years of graduate school. Still, it poses interesting challenges. I want to talk about those challenges in two ways — first with school and schedule and second with personal time.
The most obvious problem with a snow day is making up the material. For my online classes, there is no problem, except when students have their internet knocked out from losing power and the like. Otherwise, the semester just goes along like normal. And, unless it were to happen at a time when we were testing, days off are essentially irrelevant to an online class. Since half of my load is online, three of my classes were totally unaffected. My other three classes are hybrid classes, where the days off are more directly problematic. We only meet once each week, and if the day is missed, that week is missed. If the classes were distinct, I could make up in one class for one set of assignments missing, but I am teaching three of the same classes, all at the same point and doing the same assignments. Thus, to make up the material in any meaningful way means making some of my students do significantly more work for the grade than what they would otherwise do. There also are no built-in make-up days this semester for me, meaning that when I miss, that material is just gone. I do have some safeguards built in, however. For one, they all have pre-class writing on the subject to complete. So, they are, in fact, directly held accountable for the material that we were to discuss that week. As well, I have an assignment on the chapter(s) for the week also due before class, and that also means the students are held responsible for the material. What they are missing out on is the actual classroom discussion of the material. Two of my three hybrid classes have now missed a day (different weeks of material, of course), and that means that I have not had a chance to discuss the material with them. One of them was last week, and so I did make some references to the material this week in class. The other one missed this week, which means I will not see them again until two Thursdays from now. That is a long time to carry over material. The other big problem for me is that we were in the middle of a three-class themed set of material. We covered the World War I to World War II period looking at the theme of American neutrality in the world as it related to the US becoming a world power. Since the three were linked, missing one means that material was not covered and topics got lost. As we were doing a narrow look at the issues, it also means that the broader context of what was going on in the world also didn’t get connected to the material. What’s the effect of all of this for the students? They’re probably just happy to not have to come to class. But for me, I’m just trying to figure out how to stay on track and cover what I want to cover. By the next time I see the class that didn’t meet today, it will be two weeks later, and we will be on to the post-war period. Sigh. I worry too much, I’m sure, but I can’t help it, as it is my job.
The other side is my personal experience with the snow days. It seems like an unmitigated good. A day off from school. No travel, no obligations. But it never works that way. Of course, as I said above, for one thing, my online classes just continue as normal. The days off we had last week were in the middle of my own grading period of their material, and so I graded in my time off. But I actually feel like I got less grading done with the days off than I would have if I had gone into work. The problem with everyone being home is that we are a household of 6, and getting things done at home when everyone is home is not always the easiest thing. An even bigger problem, however, is the feeling that I get that is like how the students feel. I have the day off, why should I work? I have to force myself to get something done. For example, take today. If I had been at school, I would have gotten to campus around 9:30. I would have been in my office doing work from 9:30-11. I would have taught from 11-12:15. Lunch until 1:30. Then back in the office doing work from 1:30-3:30. On my own at home, I could barely force myself to sit down for an hour to do classwork. The temptation to view it as a full day off, especially as this would have been the last work day before Spring Break anyway, is strong. But I have a lot to do. I have things to catch up on, both in grading and in preparation. I owe my hybrid students grades on quite a few small things, and I do not even have the next week of material up and ready for them. But I find it hard to get any real work done. That means that I am not getting what I need to do done and feeling guilty about not doing the work at the same time. Isn’t the human brain wonderful?
The solution to this? Treat a snow day off from work as a work day. Or, treat a day off from work as a day off. I have to choose one or the other. If I try to treat is as partly one or the other, I just feel guilty.
Those are my thoughts on it. What do you think? Do you enjoy unexpected days off? Do you get anything done? Do you feel guilty about not getting things done?
Well, here we go. Another semester is set to start, with just a little over a day left until we get going. I am teaching six sections this coming semester, three online sections and three hybrid sections. This last week has been the preparation time to get ready for the semester. We were worried over the course of this holiday break because we were updating our learning managements system (LMS), and so there were some cautions about doing too much ahead of time in case there were problems. There turned out not to be any problems, but I scaled back most of my plans for possible changes. In fact, with my online class, I am simply redoing the course I did last semester, meaning that there were mainly just some changes of dates and a few minor updates. Otherwise, that course is ready to go.
I have put together a few more changes for my hybrid class. They have finally gotten my hybrid classes scheduled correctly here, as they are set for meeting only one day a week. In the past, I have always had them scheduled for two days a week, and then I met for one of those. Now, I have one class on Tuesday, one on Wednesday, and one on Thursday. The only negative to that, is that I used to meet for both of the days in the first week, which gave me two days to introduce the class. Now, I have to get that introduction done in one day. So, I have developed some introductory materials to show the students how to access my online material and the textbook material. I used iBooks Author to develop the material, making a .pdf file that is set up like a book and includes both images and links. I am hoping this provides my students with the information they need in an attractive and accessible format. If I knew how to attach a .pdf file to this post, I would put an example here, as I am pretty proud of what I did. It is something new I am trying out, and it worked well.
On that same note, I have put together similar presentations for my hybrid class weekly assignments. In the past, I had very basic assignments for the students, such as having them watch a documentary, write a response paper, and then discuss it. Over the years I have been doing this, I have come up repeatedly unsatisfied with my students’ preparation and background knowledge. So, I have beefed up the activities, providing background information, helpful links, stronger and more involved assignments, and more detailed response papers. I want the students to be more prepared and to have more engagement with the material. Again, if I had the ability, I would post one of these up, as I do feel that the iBooks format works pretty well for the material and presentation. I am not planning on publishing these to the Apple Store, but I do like the ability to create something that looks nice and can be exported in a format that is generic enough for anyone to use.
So, that is what I have been working on. I have all of the dates in my classes adjusted to the Spring semester. I have all of the Course Outlines done. I have the online classrooms ready to go. The first five weeks of the online course are visible and ready when students get in on Monday. I have the first three weeks of the hybrid course ready to go, and I hope to get the fourth work done tomorrow and have that be my preparation point to get the students in on Monday.
How about you? Are you teaching a class this semester? Are you taking a class? How ready are you for the semester?
This has been a mixed semester so far. I really thought it was going to be a rough one after the first week, which I referenced in my last post. I got everything cleaned up from my first mistake of having the incorrect link up for my classroom, and things have been fairly smooth since then. I always forget from one fall semester to the next how clueless about how to work online many of these students are in their first classes at college. Many students get shuttled into online classes as they work well with any schedule and are often perceived as easier than face-to-face classes. Yet, many have had no experience with online classes and really have trouble in those first weeks of classes. So, I end up doing a lot of technical support and repetition of information to the students as they try to grasp what they need to do. Luckily, by the time you get to the third week, most of that is behind, and the rest of the next couple of weeks is mostly maintaining the course and keeping it going.
What is interesting is how these first weeks are the same every semester. If I could somehow get it through to all of my students, I would set up a couple of things:
- The reaction I get from students who are taking their first online class with me is that my class is complicated and hard to understand. By contrast, any student who is coming into my class from other classes (and often the same students who were confused at first by the end of the semester) comments on how well laid-out and straightforward it is. I wish I could tell those students more directly that they will get used to it.
- Read the course outline. Again, read the course outline. And, read it again. Have a question? Read the course outline. Have a specific question? Look in that section of the course outline and see if I have answered it already.
- If you have a question that you can’t find the answer to, let me know as soon as possible. Do not wait until the second or third week to ask me a question that you had from the first moment in the class. By then, assignments will have come due, and it will be harder to fix things.
- Come by and talk to me if you have any questions. I can show you how everything works, and it often works better to show you how things are done rather than tell you.
You might think, well, why don’t you just say these things. The issue is that I do. In fact, I say them over and over. However, here is an example of what I am up against. Shortly after I wrote my last post, I got an email from a student. He said that some students (including him) were have trouble getting to the correct assignment and I should really tell the students about the problems there. If you will remember from my last post, the issue was that I had two contradictory links on how to access the textbook site in the classroom. I discovered this on Tuesday and corrected it at that point. So, I am getting this email about a week later telling me that I really needed to tell the students about this. As I then pointed out to that student, I had sent out 4 different announcements to students addressing this issue. I had also answered two questions posted in the questions forum in the class about this issue. I had answered about 20 different emails from students about this issue. So, when this student emails me telling me that I had not done anything to inform the students about this problem, I just had nothing left to say. And, this is the problem, no matter how many times I say anything, I can’t say it enough to reach every student.
So, what really is the answer is that I just have to keep my cool and remember that every student is new to this. Their problems are unique to them and they do not have the eight years of online teaching experience behind them. Unfortunately, this is not something I am particularly good with, as I get easily frustrated after dealing with issues over and over everyday. I just have to remind myself over and over about this.
The good thing is, by the third week, this section of troubleshooting and explaining is pretty much done. Some scattered issues with my online classes will come up, I’m sure, but things should be fairly stable until the first set of big assignments are due. I can’t say as much for my hybrid classes, but that will be another post.