Studying remotely from outside the U.S.
My biggest challenge with remote learning is being unable to complete tasks one after another. I do not know about you, but when I finish an activity I usually take a break and then find it really difficult to get back to work.
My coping strategy has always been the same: I usually make a planner with all my activities and deadlines, separated between what I need to do, what is in progress, and what is completed. I have noticed my friends often get frustrated by not feeling like they are doing enough, so I have chosen the planner strategy because it gives me the impression that I am being productive at home.
Fortunately, Tufts' policies during the pandemic have helped students like me keep up with our productivity during classes. I have made a list analyzing some aspects of pedagogical strategies that Tufts’ faculty members have adopted in my classes.
- Faculty members have been very welcoming and open to dialogue. This attitude has been important to maintain motivation and find solutions for potential problems in the teaching-learning process;
- The reduction in duration of classes has been helpful. I have noticed a greater difficulty in concentrating on remote activities, through a computer or cell phone screen, than in person.
- The practice of recording the classes and making them available to students has been essential to expanding access, since not all students have been able to participate synchronously. It has also served as review material;
- The deadlines for course assignments have been more flexible, compared to previous years, offering the possibility for each student to personalize their study pace. Perhaps, faculty members could ask for more intermediate deliverables. I believe that encouraging project follow-through can help more in personal organization, since many students had never had the experience of remote or distance learning
Despite the initial issues in adapting to remote learning, I believe the changes in timeline and decision-making from Tufts' leadership have been successful. I think the learning experience has been satisfactory and that faculty members have done their best to minimize the effects of social inequality on access to course materials.
The expectations for the spring semester are positive and I am sure that Professors and students will be better prepared for it.