Mixed Classes
By Andy Horrigan
After almost a year of being stuck with online classes, Exeter is transitioning back to in person classes. PEA is one of few schools that is fortunate enough to create a safe in person learning environment, through a strict testing regiment and social restrictions. At the end of the winter term, unless given a by from the administration, teachers were asked to conduct anywhere from one in person class per week to turning all of their classes into in person classes. Rooms were equipped with a 360° camera and a projector for those who were not able to make it onto campus. However, it quickly became apparent that these half in person and half virtual classes are detrimental to both remote and on campus students and that these classes are not as effective as we had hoped.
First, remote students are almost completely ignored in the classes I’ve had with them. They are exiled to a wall and often talked over when they try to make a point. This is due to a delay around five seconds long caused by a mix of the camera, Zoom and Exeter Wi-Fi. Because of this delay, remote students are often late to the conversation and are prone to interrupting someone who they didn’t know had even started talking. This has led to a pattern I have seen in all of my in person classes, where the remote students talk less than how much they talked during an entire Zoom class. Often I’ve noticed that some remote students didn’t talk unless specifically sought out by the teacher. This is unfair to those who are remote as nobody at Exeter should feel like they are unable to speak, especially in a time of learning class being the most prominent example. In small classes, like the ones at Exeter, having a significant number of people in a class being unwilling or unable to talk creates a huge impact on harkness learning and the Exeter method. We learn from each other thus, if we cannot communicate, we do not learn.
The five second delay I previously talked about is a double-sided sword, also hurting those who are in person. The main purpose of going back to in person classes so quickly, even if it wasn't necessarily the safest move, is for the efficiency that is provided by in person classes. With the five second delay in effect, interruptions are common and leads to constant back tracking in discussions. In the half remote and half in person classes, the flow of class has considerably slowed down in comparison to classes entirely facilitated on zoom. Students now have to pay attention to not only the body language of the class, but also the board with the remote students to figure out when someone is trying to talk. I have noticed this leads to two outcomes: the first is that the class completely ignores those who are remote acting as if they aren’t there, and the second that the class becomes incredibly stiff, leading to long pauses. Trying to facilitate class was already hard with students on Zoom; through two mediums it’s even harder.
Instead of dealing with the hassle of juggling remote and in person students, the Academy can take an easier approach. For instance creating solely remote or solely in person classes could be greatly helpful. Instead of forcing teachers into situations, let some teachers teach entire classes of remote students if they wish to. Likewise, give the teachers that wish to teach in person entirely in-person classes, so teachers don’t have to worry about tedious roadblocks like technology and including remote students in the discussion.
In mandatory classes such as English and math there most likely would be enough remote students to fill a class. In those circumstances I am fully in support of a fully remote class. However, I firmly believe that some mixed classes are necessary. Students at this campus should be able to walk the path they choose for themselves. If a remote student signs up for a course with fewer formats and there are not enough remote students for an entirely remote class, mixed classes could be crucial to providing equitable opportunity for all students. Avoiding mixed classes should be a priority, but not a necessity. Making it a necessity would hinder student’s education and cause widespread unhappiness among those studying remotely.
