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I had many students just stop turning things in. We tried reaching out, but they just didn't turn things in.

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Difficult to tell how engaged students are due to their masks. I could never tell if I was getting blank stares or quiet engagement

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Sorry, I have nothing to add at this point because I am not a teacher but as a student who finished her degree online...
I was engaged by my teachers and their videos and powerpoint lectures and Discussion forums if this helps.

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Make it clear that for the lab, the students are expected to complete both online work and in class work

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Students likewise started to disappear in participation. Some not turning in work, others I had no clue about where went. I can speak as a student myself, I struggled with work. Could not really concentrate/produce quality work. Focus became centered on trying to find water. loaf of bread, basic groceries. Trying to take care of family and get by in surviving.

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Students likewise started to disappear in participation. Some not turning in work, others I had no clue about where went. I can speak as a student myself, I struggled with work. Could not really concentrate/produce quality work. Focus became centered on trying to find water. loaf of bread, basic groceries. Trying to take care of family and get by in surviving.

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Many were dealing with bigger things than a given lesson may address. Distractions were real... emotional.. raw

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We had to simplify grading across the board to accommodate both online and in person attendance, which made for redesigning certain goals of our labs

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Assignments had to be graded easier because students had to learn certain topics on their own.

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Many students were cheating on things they really didn't need to.  I imagine shortcuts were being taken due to the varied situations folks were experiencing

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I had trouble figuring out what students were having issues with. Because face-to-face time was shortened, I felt like the students didn't feel comfortable contacting me about issues they were having.

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I had trouble figuring out what students were having issues with. Because face-to-face time was shortened, I felt like the students didn't feel comfortable contacting me about issues they were having.

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Masks were one issue; so were screens that were turned off. Screens are turned off understandably for privacy reasons, but also becomes hard to know if the student is actually present.

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So many were learning technology at the same time.. so had less time to devote to more thoughtful work. We think students know technology.. but it isn't as common as we think

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Balancing school and work.  Having students driving, eating, or playing games rather than being active in class.

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Engaging Students takes some out of the box thinking.

Powerpoint presentations of lectures with the audio that highlighted the chapter points, went over the syllabus, expectations and just general navigation worked.  Teachers might need to "amp Up" their presentations and videos.

Daily discussions to keep students talking to each other.  If they can do it on Facebook and Instagram, they can do it on  Blackboard.

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While having Zoom sessions helps somewhat, I think being away from actual peers and the "work" setting diminishes the drive for students to engage in their school work/projects. As a grad student, I have found that having Zoom "work sessions" with my peers helps with productivity.

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In the past, most of our assignments were graded by hand and returned so it was a challenge to switch to an online grading format.

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In the past, most of our assignments were graded by hand and returned so it was a challenge to switch to an online grading format.

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It is very hard for students to produce their best work and even to self actualize in their learning when concerned with paying next bill/rent, groceries, not to mention constant "breaking news" with Covid spread. I am referring to Maslow's hierarchy of needs. Important to focus on stress management when whole world seems to fall apart.

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It is very hard for students to produce their best work and even to self actualize in their learning when concerned with paying next bill/rent, groceries, not to mention constant "breaking news" with Covid spread. I am referring to Maslow's hierarchy of needs. Important to focus on stress management when whole world seems to fall apart.

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While some students had legitimate excuses due to COVID or other circumstances, it felt that others were taking advantage of the concessions we made

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Some students had dire, serious needs. Others were taking advantage. The later really took time away from instruction and our ability to help the former.

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I am SURE I made assumptions.. and will discover them as we progress. One my students made quite often, was that I knew what they were going through.  They often didn't tell me what their problems/issues until it was too late to do anything about it.

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At Indiana University, we've been doing online and half-half for years.   Students who did online learning and did not live close by worked by Zoom, other chat/video elements, Facetime...we worked really well when there was no commute involved.   Not having to drive somewhere honestly created an environment where we got our best work done.

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At Indiana University, we've been doing online and half-half for years.   Students who did online learning and did not live close by worked by Zoom, other chat/video elements, Facetime...we worked really well when there was no commute involved.   Not having to drive somewhere honestly created an environment where we got our best work done.

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I was online pre-pandemic so as a student the transition wasn't very jarring, but it was clear that some of my classmates were starting to disappear or be less engaged, which made discussion based assignments more difficult to complete. In the fall semester there were times where none of my peers would post to the DQ board until the day before it was due and it was frustrating for me because it was hard to keep up my motivation to do my work when it relied on other people being engaged too.

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Evaluating professors this time around was difficult because I couldn't figure out if delays in grading or feeling like the professor wasn't engaging with the course as well was because this is how they always are as a professor or because of the stress and unexpectedness of the pandemic. I didn't want to judge them for taking long to respond but there was only so much I felt I could excuse.

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This past fall it honestly felt like all of my assignments were "busy" work. One class had quizzes which felt more like testing my memorization than my understanding and the other class that had discussion boards had people so disengaged that it didn't feel like a discussion. I assume some of these changes were to make it easier in case people were facing struggles due to the pandemic (like busy schedule, limited access to technology) but it felt like whether I spent five minutes on the content or five hours, it didn't really matter. The weekly assignments didn't really feel like they helped build up the knowledge needed to complete the major assignments and it hurt my motivation since none of it felt important.

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I am not an instructor yet but I am an advisor for a program and I have to deliver Texas mandated curriculum to middle schoolers.  The struggle I had was once students were issued Chromebooks in the fall, they still were not logging in or they would log in and not respond to questions,  including games like Kahoot, etc.  I have the same 3 or 4 who respond and participate.  Even though it is frustrating, I move forward with those students who are engaging and I try to communicate with those who are not responding via the chat.

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I had one student reach out to me to explain that she is challenged because she has to participate in her classes but she also has to assist younger siblings and cousins when they are having trouble with virtual classes as well.