Help for navigating tricky waters of online instruction

I usually love teaching, but I found virtual teaching to be draining and uninspiring. Our learning platform did not allow students to be on-screen for class sessions. Like many other faculty, I found it difficult to connect with students behind the generic person icons. It did not help that many students were generally reluctant to participate in class.

This brings me to an important takeaway for students. You have to show up for classes. I don’t mean just be present. I mean actively participate in class. Make meaningful contributions to class discussions and activities. Respond to questions. Ask specific questions about the material. And make an effort to get to know your peers in the class and to be collegial toward them.

You want to impress upon your professor that you are engaged in the learning process. As explained below, your participation in class will directly benefit you, but it will also make the experience more enjoyable for your professor, which may translate to more inspired lessons and more generous grades.

I had fewer interactions outside the classroom with students who were active participants during class sessions. It was the students who tended not to participate in class that had questions after class about completing assignments or made major oversights in their assignments.

This pattern highlights the importance of active participation in class. Passively listening to someone talk is one of the most ineffective methods of learning. It is also terribly boring and difficult to stay focused.

To support students in retaining information from class discussions, I have recommendations. Seek opportunities to engage in class. Respond to questions. Ask clarifying questions. Check your understanding by commenting on the material. Take notes. Listen attentively and restate what you hear in your notes. Effective note taking will promote retention of the material and put you in a posture to remain alert.

There were significant technical issues and limitations to which we had to adapt.

My university was not alone in translating in-person classes to virtual classes without the extended training or technology that such an ambitious undertaking warrant. Many students in my classes, along with those around the nation, were also ill-prepared to take on the challenges of virtual class.

As a result, it was a difficult transition to virtual learning. Still, the onus is on each of us to make the special effort needed to successfully deal with the demands of virtual learning.

Take medical students for example. As their potential clients, we don’t want them to be excused from learning the information needed to effectively attend to us in the future on account of the pandemic. The same goes for our future clients in whatever field we find ourselves after graduation. They are relying on us to get the skills and knowledge we need to be capable and competent practitioners.

It is our duty to ensure we overcome our challenges and rise to the occasion. This means familiarizing ourselves with the virtual learning platform, ensuring we have access to high-speed internet in the location in which we meet for class, and minimizing distractions during class sessions. We should also be proactive in addressing issues as they arise and ask for help from our support network (including your professor) as needed.

I am not alone when I say that it was a challenging semester. However, we now have a successful semester of virtual teaching and learning in our scope of experience. With the knowledge we have gained, we can armor ourselves for success in the spring.

Stephenie Howard, Ph.D., LCSW is a professor of social work at Norfolk State University. She is also the president of Communities in Power, a nonprofit located in Norfolk. Her research area is trauma, particularly as related to family violence. She has a practice background in domestic violence services and child protective services. Email her at swhoward@nsu.edu.