While technology connects online learners to their teachers and peers in class, it is unable to facilitate the fundamental sense of community that is crucial to the OVS experience. Distance learners receive top tier education but are left isolated from the tight-knit environment and family feel that comes with being on campus.
The dual aspect of distance learning and in-person classes has created a disconnect between students and faculty. Many teachers and students are struggling to heal the divide as distance learners are confined to a small screen in a classroom.
Bella Slosberg, senior and editor-in-chief of the Journalism program, occasionally struggles to run her operation from home. “Being editor is a role that I am so passionate and grateful to have, and it is difficult when I can’t be face to face talking to my journalists in real-time,” she said.
Bella has experienced firsthand the disconnect from sitting behind a computer screen. “There is a divide in the classroom, but the most detrimental divide is between the community,” she said. “I don’t know any of the new freshmen, I don’t know what’s happening with my friends, and I feel like online learners are present but not necessarily all there. The community aspect is a big part of OVS, and online you don’t really get that. You receive an education, but don’t get to experience the community.”
OVS Senior Zela Henderson is currently studying from home. “There is definitely a disconnect when distance learning,” she said. “Sometimes it is inevitable because it is difficult for teachers to give 100% of their attention to both groups of students.”
The teachers try hard to divide their attention, though it can be difficult when there are significantly more students in-person than online.
English 10 teacher, Ms. Whipple commented, “It can be difficult to juggle both in-person and distance learners. The problem sometimes lies in folding them into the classroom activity.” Much of the responsibility lies with the students learning from home,” she explained. “As long as the virtual students are willing to interact with the computer, it helps to bridge the gap,” said Ms. Whipple. Engagement is vital to a successful classroom, and many teachers encourage the distance learners to participate as they would if they were physically in the classroom.
Mrs. Whipple experienced both the challenges and benefits of distance learning, as she completed her masters’ degree online. In her classroom, she admits, she often acts as a moderator for the students. “If I’m noticing that someone online is trying to talk or if they’re typing something, I will politely stop what’s happening in the classroom to make sure they have the space to speak up and feel that they have that ability,” she said. Ms. Whipple goes out of her way to ensure that the virtual students have the same opportunities to participate as the students on campus.
Some teachers are taking advantage of the possibilities technology has to offer, such as AP Statistics teacher Mr. Farmer. “It’s all about having multiple screens attached to my computer and utilizing the space effectively,” he said. Mr. Farmer uses three screens in his classroom: one on the whiteboard, one to pull up the textbook, and one to see the online students.
“I have a separate webcam on myself with my whiteboard behind me so that online students can see what we are doing and follow along with the math problems,” he said. “It’s quite a system and took some experimenting to figure it all out.” The technological aspect of distance learning has brought a new form of knowledge to both the faculty and students.
Senior Adam Pepper-Macias experienced both online learning and in-person. He expressed that distance learning made it difficult for him to pay attention.
“Returning to campus really gave me the space to enjoy the community and my classes again,” he said. “I feel very normal on campus.” As we slowly turn back to normality, OVS gains more and more in-person learners.
Distance learning has made it more difficult for the student body to unify, though the combined efforts of the students and staff have made it easier to keep in touch with classmates.
As Mr. Farmer said, “for everything we’re doing to get through the pandemic and keep learning alive, it seems to be working pretty well.”