Distance Learning in a Post-Pandemic Schedule

Since April 3, 2020 the School has operated off a curated, yet contested, system of distance learning. For teachers and students, Zoom classes have been insufficient and tiring; however, students notice some health and comfort benefits in the new school day. 

It is true that a schedule of total distance learning does not work. It is an understatement to say that it is difficult to manage in these times; some activities simply cannot be accomplished through online means. Science students miss out on real labs, musicians must create music in the confines of their rooms, and all of us are forced to make the best out of our working spaces and bandwidth. Nonetheless, there is a clear benefit to some aspects of our system.

Although I am fortunate enough to live in the nearby East Bay, many in our school community live farther away: in Alameda, Walnut Creek, the San Francisco Peninsula, and beyond. Because of distance learning, these students are no longer spending valuable hours on the road. Instead, they are getting more sleep, and taking deserved rest in the best way they know for themselves.

Duncan Chipman, a sophomore living in Alameda, said that erasing the commute is a beneficial part of his new system: “I used to have to wake up at 6:15 each day before getting on the school bus, but now I feel like the added sleep has definitely helped improve my mood during the day, and during school.” The later start time and the elimination of commute time are benefits students see and take full advantage of.

Ideas blossom in times of hardship; treading unknown ground, we find points where we can improve. The School should consider keeping an aspect of our present system in the post-pandemic schedule. It is worth considering Mondays or Fridays at home as a potential course of development for our academic program.

This is the premise of a mixed educational model, neither entirely distanced, nor always in person. This system offers our community the best of both worlds. Such a reality would allow us to be at ease and at home for a day and still have the class time to do activities that require a physical school presence. Lectures, project explanations, and work periods are all equally possible in person and over a Zoom call.

In truth, such a switch is not something the School can choose to do on a whim. There are difficulties we would face if we integrate this model. The success of this idea depends wholly on how jobs will operate after the pandemic. If more employers recognize that some work can be done from home, we can expect this model to work better. Parents could then spend an extra day at home with their children. I also do not expect such a system to work for elementary school and middle school students. Studies and experience have shown that younger students need a conducive environment to apply themselves fully. A mixed schedule is a prospect for the high school alone.

Chipman said, “I think that you could see [our experience] as an opportunity to improve the structure and implementation of online courses into everyday school.” When asked about how likely a switch to a mixed model is, he stated, “After quarantine, I would not be surprised to see a rise of online classes; however, I think there will be more people looking forward to getting away from the screen for a bit.”

It would be tragic if after COVID-19, we could not learn and adapt from our experiences in distance learning. It is time for us to consider the prospects of a mixed model. Without a doubt, this is a difficult decision to make. It will require research, a complete change in the learning model, and feedback, but it is not an idea the School should brush away.