The Remote Learning Diaries: Student, Faculty, and Staff conversations on Remote Learning and the Transitioning phase during the COVID pandemic

by Selassie Mawuko, Ritika Talwar, and Hui Shan Zhou Peng

In this article, LaGuardia students and members of the STEM club – Selassie Mawuko, the president majoring in Biology, Ritika Talwar, the vice president majoring in Civil Engineering, and Hui Shan Zhou Peng, the secretary majoring in Biology, present a brief summary of their experiences and learning incurred during the club activities. In particular, they provide a detailed narrative of the discussions on remote learning which they moderated on behalf of the club.


Welcome to the LaGuardia STEM Club!

Selassie Mawuko

Selassie Mawuko

Selassie Mawuko, a Biology major currently in her junior year at Queens College. During her time at LaGuardia Community College, she was the President of the STEM club in the Fall of 2021. In her sophomore year, she participated in extracurricular activities like The President’s Society, NIH Bridges Program, and of course The STEM club. As a daughter of Ghanaian immigrants, she has always believed in hard work and helping the community, especially children. For this reason, she chose to become a pediatrician in the future. In this career, she could help children who need healthcare especially in the continent of Africa where she is originally from, believing children are the future of every nation. Apart from her academic and career aspirations, she enjoys listening to music, reading, learning new recipes and she would love to travel around the world in the future.

Hui Shan Zhou Peng

Hui Shan Zhou Peng

Hui Shan Zhou Peng is an international student who comes from a multicultural background and was born to Chinese parents in the state of Carabobo, Venezuela. She is currently a junior majoring in Clinical Laboratory Science at York College. In her years at LaGuardia Community College, she actively engaged in extracurricular activities through which she participated and took the position of secretary of the STEM club for the period of Fall 2021. Also, she has been inducted as a member of the Phi Theta Kappa Honor Society in 2021. Seeing her parents struggle to provide a better life for her and her brother, she decided to come to the United States in 2016 to chase her dream of becoming a Clinical Laboratory technologist. Aside from studying hard to make all her dreams come true, she enjoys learning new languages and vlogging on her social media platform. Also, she loves cooking, dancing and is a great confidant.

Ritika Talwar

Ritika Talwar

Ritika Talwar, an immigrant who was born and raised in the state of Punjab, India. Since she was little, she looked up to her uncle who worked on building complex structures around the city, and ultimately Ritika chose to major in Civil Engineering at LaGuardia Community college. At LaGuardia, she partook in the President Society Environmental and STEM club activities as a member, and then took the role of the latter organization’s Vice President position. She is also currently serving as a peer mentor for CREAR Futuros. She interned at engineering firms and took part in various outreach programs that helped her gain some experience related to her career path. Ritika plans to continue her education by going to a 4-year college to complete her Bachelors in Science (Engineering) and aspires to become a civil engineer.

There are many benefits to joining a student club at an academic institution, especially the STEM Club at LaGuardia Community College (LAGCC). We became the Club’s officers in the Fall of 2021 to help organize engaging events and learn more about ourselves, our goals, and our strengths. Our first event involved discussions on “Diversity and Inclusion in STEM” where we had panelists from different scientific backgrounds share their experiences and accomplishments. Our second event was the “Scientific Kaleidoscope Event” where we had professors from different fields of our Natural Sciences department present their research to educate us and provide insights into interdisciplinary topics related to climate change. Our third event was “The Remote Learning Diaries Workshop” where the college community discussed how remote learning has had both positive and negative impacts on students, faculty, and staff. We were able to learn and gain insights from the previous club officers, our club mentor, and other students and guests. We also found out that we are good at other things, whether that involves multitasking, staying organized, generating ideas, or serving others. This self-awareness will be beneficial for our future careers and journeys. We have developed and further polished our soft skills. These skills allow us to interact effectively with others, involving aspects such as good communication, attitude, and work ethic. Additionally, we have learned to work collectively with each other as a team which has helped us broaden and further improve the skills that we already had.

Being part of an organization such as the STEM Club allowed us to experience college from a different perspective. Especially, in the prevailing circumstances of quarantine and remote learning, making friends or even acquaintances was hard. This club allowed us to ease up and helped us to communicate with others. When we reflect back, we see the bonds we formed with each other as club officers and with our club mentor that will last long. Picking up each other's slack when one of us was unavailable is what allowed us to learn how to work as a team. The experiences and skills we gained while serving as officers will help us throughout our future careers. If any of our peer readers (students) are interested to join the club, we encourage you to visit our club ePortfolio and become a member, using the link provided below: https://lagcc-cuny.digication.com/stem-club-lagcc/become-a-member

On January 14, 2022, LAGCC STEM Club hosted “The Remote Learning Diaries”, an online workshop where the panelists discussed in more detail the new lifestyle that students, faculty, and staff members alike had to adapt to since the start of the COVID-19 pandemic. They also discussed how to prepare for the transition back to in-person/hybrid classes for the upcoming semester. As these are very important discussions in the current context, we are providing a summary of this event to our college community, in the sections below.

We were honored to be joined by Mr. Danny Ng, an ASAP (Accelerated Study in Associate Programs) Recruitment Specialist; Ms. Jennifer Guaraca, from the President’s Society and Program Manager of Development Operations; Dr. PratikKumar Rathod, an Assistant Professor from the Natural Sciences (NS) department; Dr. Richa Gupta, an Associate Professor from the NS dept; Dr. Roman Senkov, an Associate Professor from the NS dept; and Ms. Shayla Pruitt, the Associate Director of Campus Life, to have an open discussion with our students, where everyone had the opportunity to share their experiences, opinions, and points of view with each other. The complete recording of the event can be found at: https://bit.ly/STEMCLUBRLW.

The agenda for this workshop was divided into two major segments. The first segment was dedicated to questions and answers with the students. The second segment included questions for panelists and advice from them. To conclude, we conducted a brief survey for the participants to gather feedback on the information shared and/or provide more suggestions. We are providing a list of questions and answers (Q&As) here, which were discussed during the event.

Segment 1: Q&As WITH THE STUDENTS & PANELISTS ADVICE
Q#1: How do you feel overall about distance/online education? (including home environment/distractions, technology-related issues, etc.)

Thoughts shared:

  • “To tell you the truth, I felt more comfortable with online learning rather than in-person classes because I would feel much safer without being exposed to the many people.”
  • “I personally found online learning less destructive than being in a classroom.”
  • With online learning, “It is difficult to find a great study environment at home.” [At this point, other students and panelists shared some ideas that could work.]
  • “People felt heartbroken that they were missing out on important milestones (like graduation ceremonies etc.) since they were taking online classes.”
  • Another point made with online learning was that “some parents do not recognize that we are still in school. Therefore, they ask us to do activities that we would normally do at home.”
Click to see the entire thread Q#1: How do you feel overall about distance/online education? (including home environment/distractions, technology-related issues, etc.)

Thoughts shared:

  • “To tell you the truth, I felt more comfortable with online learning rather than in-person classes because I would feel much safer without being exposed to the many people.”
  • “I personally found online learning less destructive than being in a classroom.”
  • With online learning, “It is difficult to find a great study environment at home.” [At this point, other students and panelists shared some ideas that could work.]
  • “People felt heartbroken that they were missing out on important milestones (like graduation ceremonies etc.) since they were taking online classes.”
  • Another point made with online learning was that “some parents do not recognize that we are still in school. Therefore, they ask us to do activities that we would normally do at home.”
Q#2: How stressful was distance learning for you during the COVID-19 pandemic?

Thoughts shared:

  • “It was stressful trying to find the balance among school life, home life, and social life. However, I learned how to get used to online learning and be able to work hard to balance all my aspects of life.”
  • “It was stressful because I missed in-person interactions.”
  • “I had stress related to the pandemic issues like not being with my family. I was away from my friends and loved ones due to the pandemic. All these were stressful besides online learning.”
  • Some students expressed that “they would rather stay online because it is very difficult to commute since some lived far from campus, and some feared traveling would expose them to the virus.”
  • Some students stated feeling shy and insecure about showing their faces making it stressful for them during some online classes that have required cameras to be on.
  • For faculty (as shared by many), the transition to online learning was stressful at the beginning of the pandemic since the communication was less effective with some students. They were less interactive during the class, and it was challenging to keep up with them. In the meantime, they also had to learn new technologies to quickly strengthen their class experience.
  • “Before the pandemic, only about 15% of the professors had taught online classes at LaGuardia Community College.”
Q#3. How important was face-to-face communication for you while learning remotely?

Thoughts shared (many discussions took place, so summarized points are provided below):

  • “Face-to-face interactions were important to me but since we obviously could not have that, social media platforms e.g. WhatsApp groups are commonly used to keep in touch with classmates.” Meanwhile, other students mentioned they were not comfortable with social media platforms and virtual connections. They cannot wait to be in-person and be face-to-face with their friends.
  • Some professors are flexible about keeping their students' cameras either turned on or off since they understand the perspective of the ones that feel it would invade their privacy. However, some professors require students to turn on their cameras. In general, everyone has agreed that communications through chat, audio, or video (when possible) all work well.
  • During extracurricular activities or other campus events, students were encouraged to participate through chat and turn their cameras on (when possible) for a better sense of community and communication.
  • Most students said they were more comfortable with Zoom than Blackboard. On Zoom, they have the option of inserting a background that covers one’s personal space. In addition, Zoom allows you to adjust the settings of the camera. Also, for impaired hearing and deaf students, Zoom was more accessible as they could pin the video of the interpreter and professor on top of the screen.
  • Sometimes, some students would seek cafes or libraries outside their homes to attend their online classes since they did not have the luxury of a home study environment. But also feared they might catch a cold or even get COVID. A student shared, “I was afraid of getting sick because I would miss class.”
  • How helpful were WhatsApp groups? A student shared, “We could talk to each other freely”. Also, some students felt they had a better understanding of the class material when their classmates explained it to them.
  • How to engage students efficiently? Different ideas were shared. Sometimes professors have to initiate the conversation or engagements via a messaging app or discussion boards. They should make it entertaining. Maybe starting the class with a joke could work. It should not just be about school work, it can be about career goals or something fun.
  • Allowing anonymous discussion boards on Blackboard makes the students more comfortable to ask questions after class.
  • Turning on the camera helped professors to know if students were comfortable or confused, and/or keeping up with the class. Having the camera on enhances communication.
Q#4. How often did you talk or interact with classmates?

Thoughts shared:

  • “Sometimes it was difficult to interact with some or all of my classmates. Therefore, I take the initiative first to inspire others to speak up.”
  • “Some were comfortable but didn't have the time to keep up with the Chat. Maybe it is due to their schedules.”
  • “Also, it is important to introduce each other in the group so we are comfortable speaking up.”
  • “Learning from peers can also be more effective than just relying on the professor.”
Q#5. How often did you have one-on-one discussions with your teachers like during office hours?

Thoughts shared:

  • Some students missed office hours maybe because they felt nervous or scared to show up and speak with the professor. Other students said they felt intimidated and they feared they would be judged by the professors based on the questions they might ask.
  • Professors commented that they usually encourage their students to join the office hours to discuss things outside class time, or even on other topics. They could talk about career their goals and other things as well.
  • Some students feel the need to be anonymous when asking questions, while some others feel shy and do not take advantage of the professor's office hours. Students are encouraged to make use of office hours. This usually involves one-on-one communication with the instructor.
Q#6. How excited are you about going to your classes in person (STEM labs)?

Thoughts shared:

  • Many students shared that they are excited to return to campus to have hands-on experience with laboratory materials and work with them in person.
Q#7. Are you worried about the transitioning phase and getting back in person to college?

Thoughts shared:

  • Some students mentioned they were both nervous and excited since they mentioned that they are already used to online learning and have never experienced in-person learning. Therefore, it is natural to be nervous. For example, students enrolled in lab classes were nervous about their first in-person lab where they will have to use and manipulate equipment when they have only seen these on previous videos during online classes. Similarly, others were also concerned about in-person classes and mentioned, “What if the cases of COVID increase, and get worse?”. It was discussed that we all should check updates on our LAGCC email accounts regularly, as the university and campus administration actively looks into all the possible scenarios to inform us. Also, students should feel free to discuss any questions with their course professors to seek the best possible solutions.
Q#8. Which aspects of the online class have you found the most/least engaging?

Thoughts shared:

  • Some students mentioned that the most engaging part is being able to use Zoom as you get kicked out on Blackboard more frequently than Zoom. It seems that Zoom has more advanced technology than Blackboard. In some cases, Blackboard is not stable. For example, when there is too much activity going on, Blackboard may freeze or one may get connectivity issues causing disconnections.
  • For deaf adult programs, they preferred Zoom because it is more accessible. Zoom lets them pin the different videos of different people at the top so they don't lose it. Also, they get auto-generated captions to read and follow in class, as well as the video transcript that students have access to after class. This would make classes more engaging.
  • Other students also liked many features of Blackboard. For instance, they could easily access course-related materials (including instructor’s PowerPoint files, Collaborate class recordings, online exams, etc.) using this single platform.
  • Some faculty mentioned performing a survey for their students to figure out the preferred means to conduct their online classes.
  • The Zoom platform was encouraged to be used in activities that were not academic. For instance, every STEM club event was conducted through Zoom this semester. It was also engaging to use Zoom for meetings outside the academic area sometimes. Its function allowed the audience to be more attentive with the help of emoji reactions also such as likes, thumbs up, smiley faces, and heart emojis from students. It is easier to put oneself on the break using these features. Zoom also facilitates guests who are not from CUNY to join the events or meetings.
  • Blackboard is great for facilitating academic courses, especially for faculty. It keeps everything organized and in one place.
  • Advice from Panelists: Talk to student representatives and tell them about how things are going, such as representatives from Student Government Association or Club mentors or presidents, and Academic Advisors. Reach out to them to tell them how you feel and how good or bad classes are going for you.
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Segment 2: PANELIST Q&As
Q#1. If you were/are teaching a class currently, what is the one thing you would do to make it more engaging for all students in the online learning mode?

Thoughts shared:

  • Just like the students, faculty members were also transitioning as many of them did not have online teaching experiences previously. All professors continue trying to engage students through communication whether it is a topic that is part of the curriculum or not. This allows the professor to have a more appealing aura towards the students.
  • Another point discussed was to provide some practice problems to start with the class to encourage engagement. This also helps professors know if students really understood materials from previous classes.
Click to see the entire thread Q#1. If you were/are teaching a class currently, what is the one thing you would do to make it more engaging for all students in the online learning mode?

Thoughts shared:

  • Just like the students, faculty members were also transitioning as many of them did not have online teaching experiences previously. All professors continue trying to engage students through communication whether it is a topic that is part of the curriculum or not. This allows the professor to have a more appealing aura towards the students.
  • Another point discussed was to provide some practice problems to start with the class to encourage engagement. This also helps professors know if students really understood materials from previous classes.
Q#2. What tips and advice would you give out to students who are taking classes with a big workload?

Thoughts shared:

  • The panelists advised the students not to procrastinate and also learn how to plan their days. For example, having a to-do list prepared the day before since they already know their class schedules helps them to organize their daily activities efficiently. Another way is utilizing apps such as Pomodoro to track your study schedule. Google calendar also helps students stay on the schedule and keep up with the classwork and assignments as they get reminders. Similarly, using a calendar to track breaks and activities can help you figure out how not to allocate too much time to one activity than the other.
  • Another idea was to use Outlook, or Gmail to keep up with events and class times as they are attached to your email and can help easily set upcoming events from emails into the app. Also, students should remember to take a break. For example, one should try to dedicate at least an hour to studying and another to taking breaks, roughly on a daily basis. Taking breaks and relaxing is important, to reboot oneself. It was discussed, to “Remember, you are not a robot!”.
  • Try to better understand the basics and requirements of a class as that will help to keep up with the workload. By knowing the requirements of the class, a student can set your goals and priorities straight.
  • Talking to your peers and speaking up to ask questions will help you clarify any doubts you may have. It was discussed, “Do not tell yourself, you will understand later. Speak up now. If you try to postpone class work-related activities, they will pile up on you, and you may never understand the next chapters as you did not review the previous chapter/information.”
Q#3. How would you suggest dividing time for school, work, extracurriculars etc.?

Thoughts shared:

  • “To manage your time, it is good to do some research related to your school schedule and extracurriculars. Check your school emails. Activate all emails you used for school and check them regularly. Also, check your students portal as it contains more information, and check school activities and campus life events on the school calendar. By doing so, you can divide time between your course-related work and extracurricular activities. With all this, you can be consistent. Make sure you are actually doing what your to-do lists say because if that’s ignored, you might go through the day and realize you did not achieve anything on the day.”
  • The students were also advised to include family time in the schedule. It was discussed, “Balance between family time and commitments, social-life and school-life is a must. If you are interested in contributing to other campus activities, check with directors and managers of those college organizations (based on your interest), and be realistic about what you can do. Ask the mentor or officers of a college club/other society to manage your time better.
  • Students were encouraged to talk to their peers. It was discussed “Seek advice from some mentoring coaches/peer advisors on how you can divine times for all activities without feeling burned out. Ask for help! Create study groups to help yourselves. Help yourself and help someone if you can.”
  • “Have your schedule worked out earlier or in advance before classes start. Know your schedule before the next semester begins. This way you have the space and time to work on your GPA. Remember to put in a lot of effort to do well in your classes. Your grades should be your priority. Do not be so immersed in extracurricular activities that you neglect your grades and goals. Do not miss classes for extracurricular activities. Make sure to do well in your classes and then you can make time for extracurricular activities. It's all about goals and priorities. It is not to say extracurricular activities are not important but make sure your grades are not affected. Extracurricular looks good on your resume but GPA sets your path.”
  • Panelists advised students to avoid taking a big workload during the semester and to discuss with the academic advisor before registering for classes to avoid clashes between class time and jobs. It was also discussed that they should not take too many classes and make sure that they can handle all workloads for each class.
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Major takeaways

During this virtual session, we were able to highlight important points related to online learning and the college journey with our panelists and the students. The student body felt heard and understood throughout the session, during the current difficult time of an ongoing pandemic. We believe the primary outcome of this event, besides serving the purpose of getting members from different divisions of our college together to discuss such a relevant topic, has been to provide solutions for the issues faced which will ultimately help in improving the quality of education and our experiences for online and in-person learning.

Acknowledgments

We thank our STEM Club Mentor, Dr. Richa Gupta, for guiding us all throughout and for critical reading of our article. We also thank Ad Astra editors for their review.