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I like that you were able to connect the survey given to the students to the topic at hand. This was definitely a difficult topic to research since it is so new

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I like how you noted and discussed the impact of internet connection and external factors with this topic and how that affects students ability to engage with virtual learning.

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I like how you guys were able to bring in data from your own school and connect to larger overarching themes that are happening in schools everywhere!

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I really like that you were able to pull from Baltimore itself! It sounds like you did some great research and were really looking at what factors into students and their time online.

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Prior to beginning this class project, we were under the notion that virtual learning was heavily impacting student learning in terms of productivity, engagement, and overall motivation. Having taken a more qualitative approach in terms of data analysis, in thinking of an answer to our subquestion: “How does screen time affect productivity rates for students in the virtual learning environment?”, we have noticed significant patterns at both of our clinical sites with rates of student productivity , which we defined as the student being physically present, engaged and communication via chat or unmuting, asking questions, putting forth effort (prioritising attempts, rather than correctness). Through analysis of a survey given to parents at all public schools through Baltimore City, there was a trend amongst students who felt that virtual learning was beneficial for them and those that felt that virtual learning was essentially a waste of time. There were of course, external factors such as access to reliable network that impacted these responses. At vanguard, of 54 students who completed their surveys, approximately 61% felt that they were making progress in distant learning..of this 61%, 22% had access to slow internet and 12% were accessing class through a smartphone. Comparatively, at AACE, of the 110 respondents, 68% felt they had made progress with distance learning, 55% had access to high functioning and stable internet, while 30% had access to internet via smartphone. Key Takeaways: we can’t account for screen time without accounting for network access, or home environment and disruptions or stability….Productivity and fatigue are induced by these disruptions...Students are left unmotivated and deterred at times. humanize virtual learning and accept the fact that all students are not monolithic. They don’t share this virtual experience though they are in this space together. Intermittent screen breaks are crucial for virtual success. It is about the quality of the instruction over quantity.

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Look at the impact that access to reliable internet has on student learning and productivty

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Are there patterns and/ or trends that we notice when look at the relationships between productivity and access to internet? How does these network disruptions impact student productivity?

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Student is...
1. Physically present (camera on or off)
2. Engaged (communicating throughout the lesson verbally/ through chat/ through online platform)
3. Asking questions
4. Putting forth effort on assignments (priority is attempt, NOT correctness)

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How does screen time affect productivity rates for students in the virtual learning environment? 

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How does screen time affect productivity rates for students in the virtual learning environment? 

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Trouble-Shooting “Zoom Fatigue”in the Era of Telehealth

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Trouble-Shooting “Zoom Fatigue”in the Era of Telehealth

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Why Does Zoom Exhaust You? Science Hasan Answer

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Why Does Zoom Exhaust You? Science Hasan Answer

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We may experience different types of exhaustion in our daily lives. As we are adjusting to the new world of Zoom courses and meetings, you may find yourself exhausted, having difficulty concentrating, and zoning out. Some may notice an increase in emotional exhaustion such as increased anxiety, stress, nervousness, depression, increased negative thinking, apathy, increased anger, and feeling like the smallest things set them off. Others may experience social exhaustion from attending virtual happy hours and dance parties in addition to online classes and meetings. This can lead to feeling overextended from spending time with others and wanting to have some time alone. And don't forget physical exhaustion such as aching backs, daytime drowsiness, eye strain, restlessness, and headaches, which can be experienced from our virtual presence and impacting our overall health.

Zoom classes and meetings can contribute to our emotional, social, physical exhaustion. As we may feel an increase in internal and external pressures to connect virtually with our friends and families, our minds and bodies may have difficulty adjusting to the constant online presence. What are some ways to help combat Zoom fatigue you may ask? Here are some helpful tips and tricks to help you remain present during virtual classes and meetings.

1. Reduce onscreen stimuli. By switching from gallery view to speaker view, you will combat mental fatigue and give your brain a break from all the visual cues you are attempting to process by looking at others and their backgrounds.

2. Block the self-view feature. Though it is good to check to see how you are presenting yourself to the other members of the meeting, we don't typically stare at ourselves as we talk to other people. By constantly viewing yourself, it can induce feelings of anxiety and worry about our looks or what is happening in our background or the lighting.

3. If applicable call in using your phone not your computer. This option allows you to move freely around your living space and the option to take a step outside for fresh air.

4. Build in Breaks. This may not always be an option as sometimes our schedules are back-to-back. However, taking a five-minute break from technology can help combat Zoom fatigue. Some suggestions include stretching, going for a brisk walk, drinking water, eating a snack, taking a step outside, cuddling a pet, or even doing some jumping jacks!

5. Take notes paper-and-pen style. If possible, try to avoid multitasking on your computer by having a document open to type. By switching to the paper-and-pen method, you will increase retention of class material and be more actively engaged and listening to the content.

6. Have your "home office" feel different than your "living area." This may be tricky if your home office space is the same as your living space. However, by changing some things around in your environment, you can set up a space that will let you brain know it is time to work, or it is time to relax. Here are some tips to help signal your brain that it is time to switch!

1. Change the lighting

2. Although comfortable, try to use a space other than your bed to study

3. Change or select a playlist

4. Ditch the coffee mug used to fuel your Zoom meeting energy when finished with classes or meetings for the day

7. Avoid Multitasking. While it is tempting to check your email or response to a text message, try to put other tasks aside. Researchers at Stanford (2018) discovered that those who multitask have decreased performance compared to those who dedicate their attention to one task.

As we continue to learn more about the affects the current pandemic has on our mind, bodies, and overall health, there are limitations to this article as some of this information is a combination of peoples' experience and research is still underway.

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We may experience different types of exhaustion in our daily lives. As we are adjusting to the new world of Zoom courses and meetings, you may find yourself exhausted, having difficulty concentrating, and zoning out. Some may notice an increase in emotional exhaustion such as increased anxiety, stress, nervousness, depression, increased negative thinking, apathy, increased anger, and feeling like the smallest things set them off.

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How 'Zoom Fatigue' Impacts Communication With Students

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How 'Zoom Fatigue' Impacts Communication With Students

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At the end of 2019, roughly 10 million people in the United States attended meetings on Zoom. By May 2020, as the coronavirus pandemic shut the country down, usage had exploded to 30 million. For educators and their students, Zoom and other videoconferencing platforms, however imperfect, were indispensable in powering remote instruction for the remainder of the 2019-20 school year.

The optimistic view was that videoconferencing would for the most part be left behind as things returned to normal. But they haven't. Ten months after the pandemic broke out, many educators continue to teach and interact with their students, parents, and colleagues via video conferencing software, either part of a hybrid model or full-time.

It should be no surprise then that 'Zoom fatigue" has and will continue to be a serious challenge for many of these educators.

Zoom fatigue occurs when we feel tired after overusing video conferencing. It is not, however, merely a matter of tired eyes, a stiff neck or an achy lower back. We can actually feel exhausted after spending too much time on these calls. The reason, says Dr. Brenda Wiederhold, a clinical psychologist, lies in the fact that communication over these programs isn't in fact real-time. For educators and students specifically, so-called "synchronous" learning over a computer isn't really all that synchronous. And brain science tells us why.

"Our brains are used to picking up body language and other cues, not to mention increases of dopamine, that are experienced during face-to-face communication," explains Wiederhold. "On a video call, something is off, and our subconscious brain is reacting to that. Communication isn't in real time, even though we may think it is."

Despite high-speed internet connections, there's a lag, maybe a millisecond delay and that can trigger the brain to look for ways to overcome that lack of synchrony. The brain begins to fatigue, causing us to feel tired, worried and anxious.

It's not just the delay. Unsurprisingly, we get more out of in-person interactions.

"There's more biochemical bang for our buck during face-to-face contact because it offers a richer stream of social signals," says psychologist Susan Pinker.

Teachers especially value seeing their students' reactions in real-time and being able to pick up on various subtle cues - micro-expressions, body language - that are more evident in a classroom setting.

The fact that most videoconferences frame only a person's face eliminates access to many of these nonverbal cues, says Wiederhold. In addition, speakers on video calls - a teacher, student, parent, colleague, or an administrator - can appear too large on the monitor. Studies have indicated that many individuals find this uncomfortable, even intimidating - especially if the monitor is on the large side.

"Our brains are used to picking up body language and other cues, not to mention increases of dopamine, that are experienced during face-to-face communication. On a video call, something is off and our subconscious brain is reacting to that. Communication isn't in real time, even though we may think it is."

"When you have that large face in front of you or several large faces, it can ignite that fight-or-flight response," Wiederhold explains."So the cortisol goes up in your body, your heart rate increases. And that has to be difficult for teachers, because if you can't turn off those 10 or 15 students or those parents, it might have rev up your stress response."

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How 'Zoom Fatigue' Impacts Communication With Students | NEA

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At the end of 2019, roughly 10 million people in the United States attended meetings on Zoom. By May 2020, as the coronavirus pandemic shut the country down, usage had exploded to 30 million. For educators and their students, Zoom and other videoconferencing platforms, however imperfect, were indispensable in powering remote instruction for the remainder of the 2019-20 school year.

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https://docs.google.com/document/d/1F07YRSCnSz0VzLuSwP_zQg60FmPyfhgUYMQnewtQ2I4/edit?usp=sharing

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Final class question: How can we utilize zoom and asynchronous learning in a way that is effective and productive?  Why does this matter?

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Final class question: How can we utilize zoom and asynchronous learning in a way that is effective and productive?  Why does this matter?

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Choose 1 or more math concepts that you will use to create a math model to answer the class question. Create the model.

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Set parameters to your answer to the class question (e.g., what data you will use - you can't use everything). Make assumptions such as what "productivity" means in relation to the question. Make choices - choose how you will address the class question. Remember that you won't be able to address everything. Choose at least one direction to go in.

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Research at least 5 different sources of information that will help your group answer the class question. Post your resources in your padlet

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1) Identify a topic (done)
2) Share why this is important (done)
3) Make connections (done)
4) Identify a class question (done)