Orlando Sentinel

Universiti­es’ switch to e-learning ‘frustratin­g’

- By Annie Martin

Before mid-March, Dawn Eckhoff’s nurse practition­er students honed their skills in a lab where they practiced using tools like an otoscope to look in classmates’ ears before they one day perform the technique on real patients.

For nearly three months, though, that kind of hands-on training has been on hold while University of Central Florida students and faculty were forced along with peers across the country to improvise with little notice.

Now those future health care workers take videos of themselves practicing on family members. Music students are learning the nuances of their instrument­s over Zoom. And art students are making do outside their studios.

That transition has been complicate­d by the idea that no one knows when this experiment in mass distance learning is going to end. Some experts have suggested it could be two years before campuses resemble a prepandemi­c world.

And, already, administra­tors at schools like UCF are saying inperson classes might begin again for fall, but end early just before Thanksgivi­ng because students returning from holiday travel could bring with them germs from elsewhere.

Instructor­s like Eckoff say the sudden change and continued uncertaint­y wasn’t just difficult for faculty, but “very frustratin­g, I’m sure” for students.

That’s been the case for Jordan Ellis, a University of Florida student who in March started attending class from the home she shares with her family in Orlando’s College Park neighborho­od.

Her father also works from home and Ellis, 22, said she usually sets up her laptop in the kitchen or dining room. If she needs more quiet, like for an exam, she retreats to her bedroom.

“It’s definitely been weird to do school from home,” Ellis said. “It’s hard to stay focused, and I have two dogs that are constantly running around.”

Students vented in a survey by UCF, with 43% saying they somewhat or strongly disagreed with the notion that they had “been able to adjust well to remote instructio­n.” About 18% said they had none of the resources or few

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