What I've Learned from Online College: Covid Age

Part one of my multi-part doc about what I learned from doing online college at a non-online institution. This chapter: my Desktop as a Desk

     Highlighted points: learning styles, work type/function in relation to the computer 

       My biggest problem with being pushed online after being at an in-person institution was, and still is, my forced reliance on the computer. I have to sit in front of it for hours: attending classes on Zoom; checking email every three hours; accessing Moodle pages for class and out-of-class work (Moodle is what my institution uses, other web management/e-learning software platforms include PowerLearning, Blackboard, and OU Campus, among others). And the work itself can be watching documentaries, watching seminars, accessing ebook/PDF documents, annotating documents in online portals… it's a lot. People have talked at length about "zoom fatigue," as well as the eyestrain headaches that can come with staring at said screens for hours at a time. I'll talk about my own lessons learned about that later.

       The assumption among the administrators and (some) people of older generations than those currently in school seems to be that working online with computers and smartphones is more efficient. That isn't necessarily true; it all depends on the type of task and the person being expected to complete it. In my case, I cannot, for the life of me, focus on dense sections of text presented on a backlit screen. Thus, reading and answering emails is okay, but downloading scanned textbook pages to be read on a laptop screen (along with trying to highlight and annotate them) is hell on earth.

       Why is this? Different reasons for different people, but in my case it's because reading/"writing" on a screen interferes with my learning style(s), which are visual/spatial, audio, and kinetic. Audio doesn't come into play for reading on a screen, but seeing words physically in a certain location relative to other words on a page is very important to my memory of the material. Computer screens can display pretty much anything at any given time; book pages can only display whatever was permanently printed onto them. That is, the content of a book page in physical space will always be the same unless you, the reader, manipulate it; a computer screen can have any type of content displayed as long as its pixels can light up and process the information. And for me, that's a problem because I don't have any physical space to relate the information to, plus I don't get a sense of how long the document is. Recalling a passage in a printout, for me, goes like this: "I remember it was on the top-left of a page towards the beginning, the shape of the paragraph was funny too… ah, there it is." Recalling a passage on a digital scan of the same document is much harder for me by contrast: literally any of the paragraphs could have made its way to the top-left of my computer screen, if I moved the window around or zoomed in to better read the text; documents are an endless scroll upward or downwards, with (maybe) a sidebar to tell me what page I've landed on. All of my "landmarks" are functions of the program I am using to access the document. They're static and contained to a window... that can show up anywhere on my computer screen. Not conducive to the way I learn at all.

       My kinetic learning style comes into play with the computer, too. Annotating a document? In the physical world, a pen on the document itself does the trick; going through the physical movement of circling a word or making a note are things that solidify the information in my mind. Annotating a PDF document? First of all, it's difficult to do with a mouse (and God help you if you have a trackpad), and it's highly dependent on the program that the user selects to open the PDF. I could connect a drawing tablet, if I have one, but they're very expensive and their use is, again, dependent on the compatibility with whatever reader program the user selects. All this to say: annotating on the computer doesn't work for me, either. My kinetic and visual learning styles come together with note-taking. My memory is highly dependent on seeing words as they are formed by my own hand, processing them, and connecting meaning to them as they sit in a specific place on the page (am I over-explaining this? Basically, writing notes by hand and seeing where those notes are on a piece of paper help me remember them). Typing notes isn't a replacement for hand-writing notes for me; while I'm busy fixing my typos (on words I would never misspell on paper, usually, since my fingers are just moving weirdly over the keys), the professor moves on, and I'm not listening well enough to catch the fact that I've missed new information.

       The takeaway here is figure out your individual types of work relate to being on the computer. As I said, the computer hinders many aspects of my learning when it comes to memory and efficiency. As a creative tool, however, it has almost the opposite effect; writing assignments for fiction, poetry, and screenwriting classes are much more efficient on the computer. From creative thought to keystroke, I have less time to second-guess or forget my ideas, and both the immediacy and changeability of word processing programs actually works in my favor for those sorts of things.

       What I did differently from first online semester to second:

       1) I figured out which materials helped me remember my notes the best. Honestly, I wasn't even doing this when I was at in-person college, and to my detriment, but I couldn't get away with it at all once I went fully remote. Think back to when you were in lower levels of school: were there certain types of materials you gravitated towards in the classroom? Did you like basic composition notebooks with faint blue lines? Wide-ruled or college-ruled paper? Did you discover that graph paper just worked really nicely with all notes besides math, or that blank pages were less busy for your eyes? When you used pens, did you prefer blue or black ink, or did colored ink help certain things stick? If you can control what materials you use to take notes with, consider using ones akin to those from a class you either a) remembered the most fondly or b) remembered the most information from. Scour your memories of class experiences for anything, no matter how small, that may have made your life easier. Equally, take note of what tasks actually worked well digitally. Adjust accordingly.

(Personally, I found my magic formula was a 1-subject memorandum notebook — marginless, with very narrow line rulings; while I hesitate to direct you to Amazon, they are hard to find at a decent price otherwise, and you can get a 12 pack for just over $40 from them — with black ink from a 0.38-size gel pen (I used a basic Pilot G2 pen until it ran out, then bought ink refills in the smaller size). To "highlight" my notes, I circled or underlined information with a blue gel pen of the same variety. Keep in mind again that I'm learning to be a translator; this is just what works for me.)

       2) If I needed to print something out, I printed it out. Environmental guilt is something I struggled with a lot, and there was always something about staying on the computer that convinced me I was being "less wasteful" by staying digital. But with how much time and energy I ultimately saved reading a printed document that can be recycled vs the electricity I ate up spinning my wheels in front of the ebook… to me, it was worth it. If you find that helps you, too, don't be ashamed to print certain things out.

(If conserving ink and paper is a concern to you, it is possible in some viewing/editing apps to remove or cover images, either with white squares or by taking the images out completely. I have an old MacBook Pro and on current versions of Preview, one can draw shapes and fill them in white to cover parts of the scan that would eat up ink, such as blurred black borders and scanned images. For documents in a word processing program like Microsoft Word or Pages, it may also be possible to print the documents out at a smaller size, allowing more text or even multiple pages to show up on a single sheet of paper.)

       Even though I'm a self-proclaimed and proven introvert, I did not initially adapt well to online college. In March of 2020, I came home from my cozy apartment with a terrible flu case (got tested, it was flu) and spent my entire spring break in bed, drifting from fitful sleep to working on last-minute internship applications to dreaming about books I wanted to read. I had heard murmurings about this COVID-19 virus before I came home, but the few classmates of mine who even knew about it had brushed it off, predicting it wouldn't be that big of a deal. My mom, on the other hand, had a hunch that things were only just beginning.

       That whole week of my flu recovery was fuzzy. I don't remember the escalation, I only knew that by the time I was a functioning adult again, my spring break had been extended an additional twelve days and my friends were wondering if we were going back at all. And as evidenced by me writing this… we weren't. No schools were, at least in my neck of the woods. Honestly, I think it was for the best in terms of physical health, but in terms of our mental health... unfortunately, maintaining our mental health was entirely up to us. We were trying to survive a pandemic: how could we be expected to care about [insert course taken for graduation credit here] when people's lives are in danger?

       I generally have a "just get through it" attitude when I'm handed a less-than satisfactory situation, which is both a blessing and a curse. Blessing, in that I spend less time being upset about the actual circumstances and jump straight into "dealing" with it — in this case, I went "well, guess I'm not seeing my friends or partner for a really long time, I do get to do assignments with my cat on my lap again… should I print these assignments out or leave them as Word docs?" — and curse, in that my emotional center shut itself down on purpose to deal with how many assignments I was failing to get done to my own standards of work. I spent that first semester of being online feeling miserable, and once I went into my summer break I realized that, if I wanted to be more happy with my work and less resentful of the situation, I had no choice but to seriously change my working practices and living habits (to an extent). Not easy at first, but necessary for me in the long run for sure.

       I'll add this disclaimer once again: the specific things that helped me succeed won't necessarily be the same for you. I'm a language major at a liberal arts college of less than three thousand students, and the advice I'm giving hinges on the fact that I do a lot of reading, writing, and editing in my classes, along with giving spoken presentations and practicing conversational skills. I don't know what it's like to attempt a chemistry lab online, nor do I know how fine arts classes are taught online when students need studio space and art supplies. I also have professors who are literally focusing on less students at a time than a professor at a large university, so the experiences I have with my administration and mentor figures are different as well. But my challenges with time and energy management, retaining information via backlit screens, and general inability to focus are not unique to me; knowing that, I'd like to share some things I've personally learned. Hopefully they will give you some ideas to make school a bit easier, or at least encourage you to keep trying things until you find ones that stick!