In the fall semester of 2020, 5.5% of all 1,639 all Aragon students failed at least one of their classes while online schooling. Additionally, an average 15% of all students in the San Mateo Union High School District have been regularly marked as “disengaged,” meaning they are not actively contributing to or visually present during class.
Spanish teacher Alejandra Cheever instructs on Zoom and has noticed that the circumstances of distance learning have played a key role in declining grades.
“Obviously we all want students to get good grades,” Cheever said. “But for some students, that’s not even the priority right now because they have it so difficult at home.”
When students are working from home, they are more prone to disruptions from siblings or internet issues and maybe have limited access to technology to complete their studies. With an influx of assignments clouding Canvas pages, keeping up with tasks is even more difficult, often resulting in zeros or drops in grades.
“It can be overwhelming to look at the amount of stuff that you have to do on Canvas, and things sometimes slip through the cracks when you’ve got this long to-do list,” Cheever said.
Asynchronous assignments allow students to create their own schedule, which is beneficial for some students because they are able to work at their own pace. However, for some students that need structure, the lack of live instruction can be difficult.
“The level of distraction definitely increased and the [amount of] things that could distract us at home [have] increased,” said junior Christos Makropoulos. “The disorganization of [synchronous] classes is way better than the disorganization of [asynchronous] classes.”
Sophomore Maider Gonzalez notes that her study habits have changed now that learning is completely online. When classes are distanced, the resources available to students seeking help are limited. Students cannot go up to a teacher at lunch with questions or turn to a partner in class to collaborate.
“The hardest thing [about distance learning] is working independently, because [when] you’re on campus there [are] less distractions [when] you’re working with your group,” Gonzalez said. “It’s more hands-on, but since you’re online, you [have to] figure out how to do your stuff and be organized.”
Now that classes are virtual, the possible distractions are endless when it is so easy to switch computer tabs and completely disconnect from class. In world languages, U.S. History, physical education, English, ethnic studies, biological science and modern world history the fail rates are greater than the passing rates for students who are considered distance learning disengaged.
“The hardest thing [about distance learning] is working independently, because [when] you’re on campus there [are] less distractions”
For some students, learning from home has been a better way to take in the curriculum. Outside factors such as classmates causing distractions or other disruptions during class are decreased because of the new learning platform.
Senior Tayler Vaita has noticed that distance learning has had a positive impact on her grades and well-being.
“My grades have improved so much [because] I get distracted easily [during in-person school],” Vaita said. “By being at home and in my own space, I zone out distractions because it’s quiet[er] around me.”
The massive increase in failing students across the district has made teachers and students question the way curriculum is being taught remotely. While students have demonstrated resilience in adapting to online learning, the difficult circumstances make it challenging for many to meet the rigid course requirements. For some students, asynchronous classes are best because they allow more flexibility for work time, and for others, the structure and organization of synchronous classes are what keep students engaged.
