At the beginning of the COVID-19 crisis, all of my in-person courses for the semester got switched to online, with the most difficult transition being MAT220 (Calculus). My grade was a very low "B" but on a steady decline towards a “C” right before spring break. During spring break, my classmates and I started receiving district emails and news reports about a deadly health crisis spreading around the globe.
On the final day of spring break, I received an email saying that spring break would be extended for another week so teachers could transition all courses into an online mode. I had taken some compressed online courses in the past; however, this was going to be my very first online math course.
I was extremely nervous about the transition and multiple questions were running through my head such as: how would I learn calculus through an online format, how would the class complete exams, will the professor be available to answer content questions, will course specific tutoring that normally occurred in- person still be available, and what format would be used to finish the course?
Photo byJulia M Cameron from Pexels .
My professor sent the class emails throughout the week with CDC (Center for disease Control) and Maricopa district updates, class formatting, and an instructional document to prepare for our first day of learning in the live-online mode via zoom. Later that week, my professor sent the instructions for how to access remote tutoring through the college. The course meetings would occur at the same times as prior to spring break. Computer and internet technology is not my forte, and the new information about accounts, downloading, and internet accessibility was pretty overwhelming.
However, I took the information and worked through the steps and was finally ready for my first day back. Cameras would be turned on, persons would wear appropriate attire, chat box available for questions during the meeting, and the ability to turn our microphones on an off for students to discuss questions during breakout rooms and respond to the professor when called upon.
One issue that arrived by converting to an online format was Wi-Fi connectivity and bandwidth. With all zoom cameras on and feedback between attendees, I used up most of my family’s monthly internet resulting sometimes dropping in an out of the zoom meeting. This was frustrating because the class moved forward with new material during each meeting.
As other students were having technical difficulties with their internet, the professor made availability for virtual office hours for any questions and clarification in addition to posting a daily announcement in canvas of the assigned tasks and links for extra practice. After regular occurrences of snail pace internet, my family upgraded to a new plan so that I could attend all of my zoom meetings without using up all of the household internet.
This Calculus course was worth five units and could have a significant impact my overall GPA depending on my final grade. Instead of giving up and falling behind, I took the initiative to study harder, record methodical notes, practice more example problems, ask questions to my professor and classmates, and attend tutoring at least 2 hours daily depending on tutor availability.
My grade improved throughout the semester and completed the final exam with an “A” and finished the course with an "A". As for the rest of my courses, I passed and maintained a very good GPA. I am very proud of my accomplishments during the COVID-19 crisis and I adapted to learn in new formats which prepared me to complete an online summer semester as well as a hybrid fall semester.
Experiencing and advancing through new virtual learning environments has prepared me for future online courses as well as the ability to adapt to different circumstances.
US Premium Health Scholarship ' January 31 2021 Winner Essay
Name: Katelynn Brock
College: Arizona State University
