As the COVID-19 pandemic continues to have an impact on the educational system, several schools have begun offering more courses online in order to keep up with student demand. Although it is true that students may profit from attending classes online since they can do so from the comfort of their own homes, there are also some drawbacks. First-year students are still getting adjusted to college life and may not be used to studying online, so it may be difficult for them to take too many online courses at once. CSM needs to limit the number of online courses a freshman may take at once because it will help freshmen adjust more gradually to their new college environments, enhance their academic and social experiences, give them a more complete education, make it simpler for them to get in touch with academic advice, tutoring, and mental health services, and ensure that all students have access to the resources they need to succeed.
The sudden shift to online education has been difficult for many students, particularly freshmen. There may be room for improvement in both their academic achievement and their overall college experience if they are unable to make personal connections and use the physical resources that are available to their peers. It may also be challenging for students who are not used to online learning to stay motivated, organize their time effectively, and contribute meaningfully to their courses (Borup et al. 1). Some kids may experience mental and emotional distress as a result of these challenges, leading them to drop out of school or do poorly academically.
To solve this issue, CSM might implement a regulation that limits the number of online courses a first-year student can take simultaneously. For instance, CSM can require all incoming freshmen to take one in-person or hybrid course every semester, or it might set a limit of no more than half of their total course load that can be completed online. Because of this idea, freshmen would have the opportunity to interact in person with their professors and peers, which would enhance their academic and social experiences. Implementing this regulation would have a significant positive impact on the university’s incoming freshman class. For another, it would help freshmen adjust more gradually to their new college environments, which is essential for a successful first year. The combination of theoretical study and practical experience would give them a more complete education. Last but not least, it would make it simpler for students to get in touch with academic advice, tutoring, and mental health services, all of which may be difficult to locate online.
It might be claimed that restricting first-year students’ access to a certain number of online courses inhibits their academic freedom. Under the proposed rule, only first-year students would be barred from enrolling in fully online courses; those at higher levels or with previous experience would be unaffected. As the program’s structure and support mechanisms are only accessible in person, participation would be limited to first-year students.
Secondly, students need a different set of skills to excel in an online classroom than they would in a regular one. It takes highly motivated, well-organized, and efficient time managers to succeed in online learning. For first-year students who haven’t had much time to polish these skills, college life may be a steep learning curve. A large majority of online students (70%) are confident in their ability to achieve in their chosen format (Hurlbut 250). By limiting the number of online courses incoming freshmen may take, CSM may give them more time and support to develop these skills. This also frees up student time, which may be put to better use in face-to-face learning programs where they can network with their instructors and classmates.
It is also worth noting that students who combine online and in-person learning often outperform those who just use one approach. Students who took at least one online course scored better than their face-to-face counterparts in terms of GPA and course completion rates (Muthuprasad et al. 1). Research shows that students’ academic performance suffers when they take more than half of their courses online. This equilibrium is great for academic success, and it may be achieved in part by limiting the number of online courses that first-year students can take.
Limiting the number of online courses a first-year student may take is another way to address fairness issues. Online courses will be more challenging for students from lower socioeconomic backgrounds or who do not have constant access to the internet and technology. Keeping freshmen from overloading their schedules with too many online classes is one way Saint Mary’s College can ensure that all students have access to the resources they need to succeed.
Also, the new rule is beneficial for both students and educators. The time and effort required to create and administer online courses, as well as to keep in contact with students and provide them with feedback, is considerable. If the number of online courses that freshmen may take is limited, then professors will have more time to spend in conventional classrooms, where they can teach and advise students.
Others argue that schools may save money by offering classes online rather than in a physical classroom. This may be the case, but it is crucial to prioritize kids’ needs and successes above monetary considerations. The number of online courses a first-year student may take at CSM is capped at two to ensure that every student receives a high-quality education that meets their specific needs and helps them develop as learners and people.
Last but not least, restricting the number of online courses first-year students may take can aid in ensuring that all students get an excellent education tailored to their own requirements. Yet, not all students would benefit from taking classes online. Not all students thrive with the same amount of freedom and independence afforded by online learning; others need more structure or face-to-face connection. CSM may better cater to each student’s individual requirements and learning style by restricting the number of online courses they can take in their first year.
Due to the recent COVID-19 outbreak, schools and institutions have been forced to rely heavily on online learning. Nevertheless, this has created some unique challenges for first-year students. A smaller selection of online courses for freshmen at the College of Saint Mary is expected to lead to a more balanced and supportive learning environment and, in turn, greater rates of academic accomplishment. This strategy will tremendously benefit students by giving them access to on-campus resources that are not currently accessible online and assisting them in developing crucial skills for success in online education. CSM must decide to limit the number of online courses that first-year students may take to maintain a high standard of education and meet the needs of all students.
Works Cited
Borup, Jered, et al. “Academic Communities of Engagement: An Expansive Lens for Examining Support Structures in Blended and Online Learning.” Educational Technology Research and Development, vol. 68, no. 2, 2020, pp. 807–832., Web.
Hurlbut, Amanda R. “Online vs. Traditional Learning in Teacher Education: A Comparison of Student Progress.” American Journal of Distance Education, vol. 32, no. 4, 2018, pp. 248–266., Web.
Muthuprasad, T., et al. “Students’ Perception and Preference for Online Education in India during Covid -19 Pandemic.” Social Sciences & Humanities Open, vol. 3, no. 1, 2021, p. 100101., Web.