Woes of online classes at tertiary institutions
Dear Editor,
Since March 2020 many aspects of our lives have moved online, including many social engagements, meetings, and classes. This shift was necessary to minimise the spread of the novel coronavirus.
It is noteworthy that higher education institutions (HEIs) have been especially affected by this change, with most courses across several of our universities being taught online, except for practical classes that require in-person interaction with equipment. While this approach has been successful for some students who have the necessary resources, it has presented numerous academic and social challenges for others.
The lack of academic support, limited lecture resources, challenged socialisation, increased stress and anxiety, and lack of motivation to attend classes are among the most pressing concerns. Additionally, other factors compound these challenges, such as limited feedback from lecturers, inadequate content delivery, and frequent teacher absence from lectures. Furthermore, students may feel stressed when they don’t understand the content or an assignment, experience connectivity issues, or the university’s online platform malfunctions. They may also feel tired of sitting around their computers every day, while the instructor’s style of delivery may be monotonous and uninspiring.
The lack of face-to-face interaction is particularly problematic for students who require rapport-building opportunities to thrive academically and socially. While online learning can provide some flexibility, it also requires students to be self-motivated, manage their time effectively, and seek academic support proactively.
To mitigate these challenges, HEIs should prioritise providing adequate support for students, including access to resources and academic advising. They should also ensure that lecturers receive adequate training and resources to deliver high-quality online courses effectively.
Additionally, institutions can explore creative ways of fostering social interaction and community-building among students, such as virtual peer mentoring, clubs, and online events. Or, better yet, why not return to face-to-face school?
Ricardio Madden
Research assistant and adjunct faculty
University of the Commonwealth Caribbean (UCC)
rmadden@faculty.ucc.edu.jm
