Seven months of online teaching: some updates

In the middle of March, my university decided to suspend face-to-face meetings and move everything online. It took me a while to get adjusted to the format and tempo of online classes (I’ve covered this in a previous post), but eventually, I got the hang of Discord, Google Meet, and even Moodle, where I do the bulk of my quizzes.

I really don’t feel like learning is happening. Most of my sessions are synchronous, i.e., students log into Meet and I deliver the day’s materials, often stopping for short bathroom breaks or to address questions. While this is no different from what I do in a live classroom, it just feels… awkward. I am talking to a screen, to a bunch of faces like I’m talking to the cast of the Brady Bunch. As I don’t enforce a “cams on” policy, it feels even more uncanny as I’m practically speaking to a bunch of letters on screen, unsure of whether I’m going too fast or I’ve lost the entire class’s attention. This makes me pause more often as I ask for clarification and to make sure everyone is on tracking. Teaching becomes a slog, not an enjoyable experience both for me and perhaps even more so for the students.  

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Is academic experience inferior to “work” experience?

I can’t believe arguing with people on Twitter would lead me to produce more blog posts. I might as well re-label this column as “Summary of Things I Argued on Twitter Today”.

Anyway, this musing is brought to you by this thread by @ernabila_ . In the post, the OP (original poster) posted a screencap of a LinkedIn post by Ann Ping Saw, who told a story about an (ex)employee who begged them for a job, but after a few months, quit to pursue a Master’s.

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Student-professor relations

Starting from a Twitter thread by @roythaniago (see below) which basically compiled a bunch of complaints students had to their professors, I also want to chime in with my own two cents.

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