In the past couple of days, I have been in contact with some international students to see how they have been feeling throughout the fall semester. Many of them have shared a common sense of exhaustion from spending most of the time in front of a computer. They have shared that now their lives are entirely centered around a computer: attending classes, connecting with friends and professors, joining social events, etc. Additionally, some have mentioned that they spend most of their time in the same spot, usually inside their bedrooms where they use their computer. The following are some suggestions students have made regarding how to alleviate some of the problems they have identified:
Shorter Synchronous Classes.
For many international students, staying focused on a 2 to 2.5 hours-long synchronous class is impossible, especially when there are no discussions or activities. They argue that the model of two 2.5 hours-long lectures was designed for in-person classes, not for virtual learning. Therefore, given that it is already challenging to remain focused when in-person, it is even harder to do so when joining the class virtually. Some propose that classes should be designed to last no longer than one hour and 15 minutes.
Redefining the Objective of Synchronous Classes.
Some students have mentioned that some of their synchronous classes are taught at inconvenient times. However, acknowledging that there is very little that can be done to face the challenge of time zones, another recommendation arises. Students argue that professors should pre-record lectures so that students can watch them at times that work for them, and that these lectures should be complemented with shorter synchronous sessions for students to ask questions, solve problems together, receive more explanations from professors, have discussions, etc. This may also look into some concerns over disparities between international students and Chinese students.
Professors should be mindful of how much time they are requiring students to invest in class-related work.
In order to more efficiently identify the root of student exhaustion, professors should make clear the estimated amount of time they foresee students needing to complete every assignment. This would also allow professors to know whether the amount of work they are assigning is contributing to student exhaustion.
Professors should look into the possibility of setting a channel for students to submit recommendations or comments throughout the session.
Class evaluations may help provide professors with feedback on how they may improve their classes for the next iteration. However, current students often do not reap the benefits of their suggestions and feedback as they take the class. Therefore, professors should consider providing students with an anonymous Qualtrics Survey so that students can provide feedback as they are taking the class. To be clear, this would allow for continuous collection of feedback throughout the session, not just at the end of the session like what is done currently. This may also be a way for professors to communicate that they are interested in listening to students’ concerns and willing to make changes to the course’s structure and syllabus according to students’ needs.
Alberto Najarro
Student Partner
Alberto André Najarro is a junior from El Salvador studying Environmental Science Public Policy Track at Duke Kunshan University.
