By Emma Slaven, COMM 225, Edited by Haven Davis, COMM 235
The effects COVID-19 have forced almost every business and institution worldwide to move their work online.
Although the virus originated thousands of miles away, America is seeing its effects and pushing through the obstacles of transitioning to online work. Programs such as Zoom and Blackboard Collaborative have made an effort to assist students in managing their time and technology during this sensitive time.
After almost two months since the stay-at-home order took effect, some Charleston Southern University students are still struggling to adjust to virtual learning while others appear to enjoy the transition.
“I like being able to do assignments on my own time, and it’s giving me time to help my family with things,” said nursing student Trey Bobbitt.
While it’s true that following the stay-at-home order for South Carolina has forced people state-wide to stay inside and focus on their tasks, others wish they could be back in the classrooms.
“I miss the before and after class banter and in-person office hours. I also miss the interactions with my colleagues,” said Professor of English Dr. David Phillips.
With the transition to online programs, not everyone seems to be taking advantage of the tools that are offered, whether that is by choice or by technical problems. Phillips clarified that, in regular instruction, he can tell whether or not a student understands the concepts through eye contact.
“Students are reluctant or just won’t turn on their cameras…I can’t tell if students understand the texts or literary concepts,” he said.
Fellow English Professor and Director of the Writing Center Dr. Carissa Smith said that, although Zoom is booming, the program does not have the same influence as discussions in the classroom do.
“I do miss seeing faces in places other than my computer screen. And I’m tired of seeing my own face when I talk,” said Smith.
Other problems persist when certain professors or even students have a difficult time figuring out how to work this online technology. Because of the unplanned change, there hasn’t been much preparation or instruction on how to perfectly adjust. For some, like English major Kelsey Carnes, more work has actually been assigned due to some professor’s lack of technology skills.
“One of my classes struggled to adjust to the change initially, so some assignments which were postponed a few weeks ago are now being assigned far too quickly,” said Carnes.
The majority of interviewed Charleston Southern students agreed that their workload has increased following the move to online classes, despite professors at the university being instructed not to assign more work.
“The workload is three or four times the amount I originally had,” said Bobbitt.
“Some of my teachers have been assigning busy work and I don’t really like that because we wouldn’t have had to do that in our regular in-class sessions,” said Karli Brewington in agreement with Bobbitt.
With all the change happening, it would seem like there should be an increased need for tutoring services and professors’ office hours. However, CSU instructors find that students aren’t taking normal advantage of these services.
“None of my students have used virtual office hours,” stated Phillips.
Services like the Writing Center at CSU remain steady. Smith said that they are about as busy as they would be during a regular semester.
Although the impact of COVID-19 has certainly changed several aspects of the classroom, education presses on. Having to learn from home and manage the workload is a unique experience that CSU and all universities must go through at this time, but it is the most preventative way of spreading the virus.
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The Buccaneer Beacon 