Virtual Learning Survey Results
If you’ve been struggling with your academics or mental health this year, the results of the Virtual Learning Survey confirm that you’re not alone. Students expressed concerns about their online learning experience, lack of connection with peers and the school community, dissatisfaction about their communication with professors and the BUCSC, as well as feelings of stress, anxiety, depression, and hopelessness.
The BUCSC executive team has been in constant contact with Brescia administration and faculty members to keep them updated on the issues that students are facing. The BUCSC also hopes to make these survey results available to course instructors and the Brescia community, so that specific changes can be made to improve students’ wellness and educational experiences.
Students reported concerns and suggestions for change about the following:
Workload and Academic Stress
Issues
Students report feeling like their workload is heavier than in previous years. Many students express frustration about the increase in small assignments designed to encourage participation. Students feel these assignments are time consuming and tedious, yet of little value. The increase in academic stress has also caused many students to experience a decline in their mental health. One student comments that they “have no time to do anything but sit at [their] desk and work until [their] day is over” and another admits to crying “almost every day” because they “can’t keep up” with their workload. Unfortunately these students are not alone; 77% of students (excluding first years) report experiencing greater stress than in previous years of university, and 68% of all students surveyed report that most or all of their stress is academics-related.
What can be done?
Brescia administration has since recommended that course instructors lower the quantity and frequency of assignments to ensure that students can better manage their workloads and schedule their time. Overall, students would prefer to have fewer, bigger assignments, instead of many small ones. Course instructors should also address potential issues with assessment weighting, as 56% of students do not feel that graded material is being fairly weighted. With so much of students’ stress directly connected to their academic workloads, course instructors have the potential to dramatically improve students’ well-being by making these suggested changes.
Communication and Consistency
Issues
Miscommunication and inconsistency are two of the biggest issues that students are facing in their online courses. There is a lot of variation in OWL site formatting across courses, which is causing students to have difficulty navigating their online courses and even miss important information (like deadlines) because it was not communicated clearly. Some students are finding participation assignments hidden within slideshows instead of being listed on the course outline. Others feel that they are unable to plan for their week because instructors are not releasing course content in a timely manner. Unfortunately, many students are also waiting weeks for course instructors to reply to their messages. Finally, students are somewhat dissatisfied with their communication with the BUCSC.
What can be done?
The BUCSC requests that Brescia faculty disclose all due dates for assessments and only hold to account ones that are listed on the course syllabi. Course instructors should also be sure to stick to a strict schedule for releasing and marking content. Students report that they would be able to plan their week more effectively if professors released content at the beginning of the week (not in the middle). To ensure more consistency with OWL site design, the BUCSC has been working with Brescia’s administration to create a guideline for OWL site formatting. The BUCSC strongly encourages students to connect with each other through course-related and casual group chats via social media. Finally, students are encouraged to communicate their concerns with BUCSC representatives, their instructors, and administration.
Flexibility, Structure, and Learning Experience
Issues
While some students appreciate the flexibility of asynchronous learning, others are having more trouble managing and scheduling time than in the past. Some students also express disappointment about not having any zoom lectures. Many students feel that too much of their coursework is independent, self-study, and they want more of the structure and guidance that synchronous learning provides. Many students describe how they spend their days alone in their room learning by themselves for “hours and hours”. In the time of social distancing, this isolating learning experience is only adding to the loneliness that students are already facing.
What can be done?
Since students’ seem to prefer a mix of synchronous and asynchronous learning (with a slight preference toward synchronous), scheduling a non-mandatory synchronous meeting time, outside of office hours, would ensure that students have opportunities for both types of learning. This non-mandatory meeting time would provide structure for students who need it and increase feelings of connectedness by allowing students to see their instructors and classmates. Synchronous learning also allows students to have class discussions in a way that feels more natural and meaningful than OWL forums posts. During these synchronous meetings, professors can even use small-break out rooms and games to encourage student participation without the added stress of many small assignments.
Pandemic Safety
Issues
Many students report fear and discomfort about attending courses in-person. Students describe situations in which they had to risk their health or the health of others to fulfill course requirements, such as attending in-person labs that “could easily be held online instead”, giving in-class presentations, and having to “[venture] out of their comfort zone” to hand in paper submissions of assignments. One student reports feeling that they have “no choice but to go to classes on campus” even though it causes them high levels of anxiety and guilt for putting the people they live with at risk. Beyond the potential safety risks of in-person learning, many students also feel it is inconvenient to have to live in or commute to London for a few small, in-person course components. Finally, some international students are having to choose between taking different courses or taking a year off, because they cannot travel to Canada to attend classes in-person.
What can be done?
The BUCSC believes that students should have more online options and considerations from instructors. Students who are uncomfortable with in-person learning or live with an at-risk family member or roommate should not be left with few other options. For many students, the delivery style of their courses not only affects their learning experience, but also their living arrangement. Students need more consistency, as many committed to housing in London only to have their in-person course components moved online a month later. The BUCSC believes that the styles of “in-person” and “online” learning have become less clear than when students were first enrolling in courses. Finally, the BUCSC feels that Brescia does not yet have the capacity to ensure a safe in-person learning experience.
Mental Health and Feelings of Connection
Issues
One of the biggest concerns that students are facing right now is mental health. Students feel extremely stressed, overwhelmed, and disconnected. They also report increased feelings of anxiety, depression, and hopelessness. One student reports, “my mental health has never in my life been this bad”. Another writes, “literally, everyone I speak to is having a mental health crisis”. Some students have even resorted to dropping courses to prioritize their mental health. As one student perfectly puts it, “it is simply not enough to say ‘we’re all in this together’ through an Instagram post”. From these comments, it’s clear that students need help, and while Brescia does have wellness resources and supports, some students don’t know they exist. One student explains “I am so burnt out trying to juggle everything that I don’t even find the time to learn how to navigate these resources if they even exist”.
What can be done?
Brescia and the BUCSC need to work harder to promote existing mental health resources and supports to ensure that students know how to access them. The BUCSC also needs to provide and promote more wellness resources for students, while acknowledging the struggles and listening to students’ concerns. In addition to coping skills, 54% of students want help to develop at least three academic skills, so the BUCSC should provide more opportunities for skill development (which would help reduce academic stress). To decrease feelings of loneliness and disconnection, the BUCSC and administration should also promote opportunities for students to engage with the school community. Implementing these changes, as well as the suggested academic and communication changes, could make a huge difference in improving students’ overall low ratings of their well-being.
Conclusion
With this many students struggling this much, it’s clear that many changes need to be made to support students during this extremely challenging time. The findings from the Virtual Learning Survey have helped the BUCSC better understand the issues that students are facing and how their experience can be improved. Students are encouraged to reach out to their BUCSC representatives, instructors, and administration to communicate their concerns. Students should know that they are not alone and there is support available (the Brescia Buzz article “‘How to Succeed in Your Program’ Presentation Recap” is a good place to start learning about existing resources). The BUCSC will make every effort to create positive changes for students and communicate with them about resources and opportunities to help improve their wellness, connect with peers and Brescia community, and succeed in their academics.
To see the full BUCSC Virtual Learning Survey Report, please visit: https://docs.google.com/presentation/d/12wHnt3QVr-U_I0TnBexXPV8-DDQMutuGVpye4KX0qGQ/edit?usp=sharing
To see the condensed version, please visit: https://docs.google.com/presentation/d/12wHnt3QVr-U_I0TnBexXPV8-DDQMutuGVpye4KX0qGQ/edit?usp=sharing