Instructors Adjust to Online Instruction

By Minseo Kim, Safira Schiowitz, Athena Wang, Andrea Luo, Anya Tang and David Chen

As students quarantine themselves across the world due to the coronavirus pandemic, Exeter has adopted an entirely new approach to boarding school education: online courses and Zoom meetings.

While students adjust to online classes, teachers must adapt their curriculums to operate in a virtual classroom. Despite doubts concerning the effectiveness of online learning, faculty members continue to approach instruction with optimism and resourcefulness.

There are mixed reactions to instructing through Zoom and Canvas among faculty, especially since methods of teaching vary significantly between different instructors and disciplines. Additionally, many teachers recognize that schoolwork is not at the forefront of everyone’s minds during this particularly difficult time.

Some feel that Exeter’s harkness pedagogy cannot be seamlessly transitioned to this system of online instruction. “I’ve had a few successful Harkness discussions. It feels like I am doing a bit more lecturing than normal. There is less back and forth online,” Biology Instructor Elizabeth Stevens said. 

Students voiced similar frustrations.“One of the biggest differences between regular Harkness and online class is the reduced amount of visual cues available in online classes,” lower Oscair Page said. “I think it’s hard for people to participate as much as they would normally because of how difficult it is to see body language and to tell when someone is trying to speak.”

Stevens expressed concern that students will not have access to resources necessary for comprehensive understanding of a topic. “While there are some online lab activities which you can substitute, there is no real substitute for live critters, lab equipment and collaborating in the lab with a partner,” Stevens said. “I’m not entirely sure how much students learn in biology from, say, writing on a discussion board. It may help to develop writing skills, but not necessarily master new content.”

Access to materials for major projects has also been reduced. “A challenge is going to be writing my 333. I live in a pretty small town and don’t necessarily have access to a large in-person library,” lower Riley Valashinas said. “I’m grateful to live close enough to Exeter that, if campus were opened back up, I could go to the library on campus, but that doesn’t look like a possibility.”

History Instructor Betty Luther-Hillman has grounded her e-learning adaptations in her personal educational philosophies. “I've found it helpful to go back to my own principles about what I think is important to learn in a history class—not just in terms of content but also in terms of skills and trying to emphasize those skills in assignments,” she said. 

English Instructor Alex Myers noted that the short time frame added to the difficulty of adjustment. “I think the main challenge is that [it is] different—change is always difficult. It is tempting to say, ‘I like what I have done, I don’t want to do it differently.’ Now, we are being forced to,” he said. “And I think it is hard on a short timeline to really shift our content and method and approach—all of which would be better, given the online format—than attempting to take our usual courses and put them online.”

In-person connection is an important part of collaboration, Math Department Chair Gwyneth Coogan reflected. “I have a hard time conducting business all over email. I really like running into people and talking to them and sharing ideas. Sometimes it is hard to get the right tone in an email,” Coogan said.

In performance-based classes like music or dance, instructors face unique challenges in replacing the highly-interactive courses with digital alternatives. Music Instructor Peter Schultz, who conducts the Concert Band, Chamber Orchestra and Chamber Music, explained the particular challenges of creating music with isolated students. “True music making can only happen between people relating as people—in the same place, at the same time. Right now, the best we can offer are some related online activities that will somehow keep the camaraderie of the group intact until we can be together again,” Schultz said. 

“Dance company, physical education classes and interscholastic teams are offering asynchronous activities for students as an alternative to normal on-campus classes, games and performance productions,” Dance Instructor Allison Duke said.

Despite numerous difficulties, teachers are doing their best to maintain the quality of their instruction. “I have accepted that I will not be replicating what I do in the classroom and that I must be flexible,” Spanish Instructor Ellen Glassner said.

While there are certainly many things to adjust to in online teaching and learning, many teachers are optimistic about their online resources. “I have been pleased with how Canvas and Zoom have worked. I’m not the most tech-savvy guy, and I’ve found both utilities pretty intuitive,” English Instructor W. Duncan Holcomb said. 

For some, Harkness can still be an effective method of instruction over video chat. “We've had Harkness discussions in every class in European history,” History Instructor Michael Golay said. “They've gone better than I expected. I figure they'll go better still once the students get used to Zoom.” 

Some teachers also noted that online learning may present unique opportunities. “In some ways, my guess is that there are some kids for whom this type of ‘I’ll stay quiet,’ more self-paced learning might be perfect, and they might thrive this term and learn more. Maybe something good will come from this,” Coogan said.

English Instructor Genny Moriarty also highlighted the benefits of online instruction. “I've been really heartened by the quality of the discussions on our asynchronous discussion boards, and I am hoping my students will see the pass/fail as an opportunity to take chances with their writing,” she said.

Valashinas, for one, was eager to do just this, viewing spring term as an opportunity to learn for the sake of learning. “I’m looking forward to having a whole lot more time to write and perfect my 333 than I would have in a normal Spring Term,” Valashinas said. “It also helps that the minimum page limit was decreased to eight and the term is pass/fail.”

Some teachers hoped that the pass/fail aspect will help their students see the term as a chance to grow. “My hope is that students are engaged in the learning process, so, in my discipline, I hope all of our students learn some new and interesting math,” Math Instructor Rachel Labes said. 

Through the spring term, students may also glean a newfound appreciation of on-campus academics. “Online class is helping me to see what really makes Harkness special,” Page said. “I‘m beginning to realize what I took for granted.”

Duke pointed out that previously unavailable materials have been digitized. “The dance world is stepping up and making many resources available for free online. Many dancers are live streaming dance classes on Instagram, and others are offering workshops. Many arts institutions are streaming full-length productions that normally you can only see in person in a theater,” she said. “Sometimes, I point out these resources to the dance students to augment what they are being given by their PEA faculty.” 

Though some of her activities are no longer possible, Stevens plans to use the now-available class time to conduct new activities. “I think it’s going to be fun to take the time for students to read a popular biology related book or listen to a long podcast. We usually don’t have the time to do things like that, and that will allow a more in depth understanding of one topic,” she said. 

In striving to adapt to this unprecedented situation, faculty have also kept in touch to find and offer support. Modern Languages Instructor Ning Zhou noted that others have helped him discover new solutions for online teaching. “I benefit a lot from the twice-a-week department meeting, where colleagues of the Modern Languages Department share various ideas and support each other,” he said. “As teachers, we are also learning to adapt to teaching online and make the student learning experience effective.”

Students noted that, despite its flaws, online learning remains the only viable alternative to traditional instruction right now.“I would take having real, face-to-face classes at Exeter, in the classroom any day over this,” prep Avery Baker said. “But if online classes are the best we can get right now, I’ll take them.”

Although online Zoom classes cannot perfectly replicate the rhythm and experience of a live Harkness discussion, instructors have approached it with open minds. Luther-Hillman concluded, “It's an interesting challenge and I wish it wasn't happening in the midst of a global pandemic, but I think we are all adjusting and managing the best we can.”