Education Empowerment Action

Written by YMPowe
May 23, 2020

A Student’s Profile

Student Z’s student profile was defined as an untraditional student.  That is, a mature adult student, returning to college to complete her first degree several years after graduating from high school.  She worked full-time and was head of household.  She had completed many college units in the past, but she prioritized other’s life prospects a head of her ceremonial educational aspirations.  She believed that one does not have to be formally educated to be educated.  Being well read, open minded, having diverse professional experiences, enhancing one’s lived experiences, and engaging in critical thinking was enough.  She appreciated and equally disregarded her ability to self-teach herself a multiplicity of subject matters.  However, as time passed and her knowledge base grew, she faced nepotism and other forms of institutional biases that hindered here ability to achieve her professional goals.  The lack of formal education, a college degree, was a barrier that Student Z sought to eliminate.  She enrolled in a community college and began taking general education classes that could be transferred to a four-year college or university.

Historical Relevance

One of the consistent criticisms of many colleges and universities, is the lack of scheduled courses to meet students’ demand.  Nontraditional students, who work a standard Monday through Friday and 8:00 a.m. to 5:00 p.m. fulltime plus overtime shfit, found limited evening courses to enroll in and even more limited Saturday courses. When possible, Student Z attended in-class courses, but soon realized that her efforts were being hindered by the lack of evening course offerings.  She began enrolling into online courses.  Because she was challenged by unresolved math anxiety formed and nurtured in grade school, she avoided enrolling in an online math course of any kind and at any level. 

An Informed Decision

Soon she had no options.  She needed to complete two levels of Algebra before she would be able to advance to statistics.  She enrolled in an online Algebra I course. She obtained a tutor to assist her when her anxiety arose.  However, to Student Z’s triumph, she successfully completed the course with ease.  Most of the subject matter was review.  She was able to figure out how to complete new equations with limited effort simply by referencing the explanations and examples in the textbook.  She soon realized that her math anxiety correlated to the classroom environment and teacher-student experience. Student Z scored between 90% to 100% on her weekly subject matter examinations.  The tutor was never used.  Her confidence in her ability to successfully complete the online Algebra I course contributed to her decision to enroll in an online Algebra II course.

A Semester in Hell! 

The Algebra II course that Student Z enrolled in was online.  Her only complication was that her home computer’s operating system was too slow to support the software used for that Algebra II online course.  She decided that she would use her work computer.  Upon downloading the Algebra II online software onto her work computer, she accessed the software and began the course after hours and on the weekends.  She noted that the Algebra II course was designed differently than the other online courses that she had completed.  There were no set weekly deadlines.  There were no weekly assignments followed by a weekly examination.  She discovered that she would have to complete approximately fifty Algebra problems.  If she incorrectly answered any of the 50 problems, the program would consider her progress as a failure, erase all the right answers, and she would have to start the section’s subject matter again. 

She discovered that she would receive no credit for the study and hours that she had completed if she entered one problem incorrectly.  Once all 50 problems were answered correctly, she could proceed to the assessment test for the section which could be anywhere between 10 to 50 problems.  If she entered one of the problems wrong, the system would consider that she does not have mastery of the section, fail her, erase her progress, and return her back to the beginning of the section wherein she would again have to complete another set of 50 problems accurately.  The nightmare flourished.  By the time she realized all the drawbacks of the online program and the lack of concerned response from the assigned instructor of the course, it was too late to withdrawal from the course.

The program arranged the subject matter into pie chart sections.  To prove her mastery in the course, she would have to complete the pie charts.  The completion of all pie charts equated to receiving an “A” for the course.  As time proceeded and the stress mounted, Student Z focused on completing enough of the pie chart to receive at least a “C”.  Student Z began making simple mistakes as she transcribed what she wrote on paper and typed online.  She painstakingly typed the intricate monomial, binomial, trinomial, and polynomial equations reading and rereading her data entry accuracy, because again, one mistake meant starting over from the beginning. 

Even if she was able to complete 49 problems accurately, inputting the 50^th problem incorrectly meant that she would have to start the process over again.  Student Z recalled the moment when her pencil slipped from her grasped and hit the keyboard.  She stated that she stopped breathing and immediately began crying relieved that the pencil did not drop hard enough to cause an input error, 

When asked: “How long did you cry?”  I watched as her eyes filled with tears as she stated, "I think I have yet to stop.  I become sad whenever I think of it. Isn't that pathetic?" 

We laughed in unison as she stated: “I don’t care what the debate is: for or against.  As long as there are math classes, there will always be prayer in schools.”

Student’s Z stress level increased as she realized that the online program had program errors.  Ever so often, the program would freeze.  Student Z stated that when it first happened, she pressed the “ESC” button, but nothing happened.  Then she held down “Shift” plus “Break”, but that did not resolve the problem.  The only option to unfreeze the program was to reboot by hitting control, alt, delete.  When she returned to the program, she discovered that her session had been deleted, and all the work that she had completed prior to the freeze was deleted. 

She inquired of her employer’s IT department regarding possible reasons why a program would freeze.  The simple answer was that the Algebra software was too slow for the computer’s operating system.  The Algebra software cannot keep up, so it freezes.  The IT representative suggested that Student Z use an updated software package.  He also suggested that she save her work every so often, but neither option was not available.  The program did not have a save icon.  Nevertheless, Student Z performed a test where she pressed CTRL S command to save her work.  The software did not acknowledge the command as save, but as component to the equation that had been entered and rendered the problem wrong.

Student Z’s stress level continued to increase.  Even if she spent every day and every hour of the day working on the online course, she had no control over the freezing of the software that would erase her progress.  Student Z decided to engage a tutor primarily for emotional support than academic competence.  However, there were no tutors available during the time that Student Z could be available.

Student Z finally contacted the course instructor.  She wanted to know if she could do the work offline and submit the results in hardcopy, by email, or perhaps through a White Board site. 

When the course instructor replied to Student Z , she immediately informed Student Z that she is failing the course because she is not putting in the time.  Student Z realized that when the software froze and the system had to be rebooted, it not only deleted her progress, but it also reset the clock that tracked her progress.  This fact provided a justification for instructors who utilized the mastery program who had a significant fail rate in the course. 

The instructors could claim that it is the students’ lack of performance and not the software program.  When Student Z explained that the software erased her time every time it froze, the instructor dismissed Student Z’s claim.  When Student Z asked the instructor if she could explain how to complete an equation; wherein the example provided by the software is not clear.  The instructor stated that everything that Student Z needs to figure out the equations is available in the software and there is no further assistance that the instructor could add if Student Z does not put in the time.

Student Z found answers to many of her questions by examples and explanations on the internet.  Since she could not prove the amount of time that she has allotted to the coursework, she decided to take a two weeks’ vacation from work to focus on the Algebra II course and hopefully end the semester with a “D”.  She decided to use the computer lab at the college; wherein, the sign-in sheet would provide proof of her attendance.  In addition, she thought that the freezing aspect of the software would be resolved since she would be using the college’s computers.  She thought that the college would not use a software program that its computers could not support.

Oh, So Wrong. The Room was Drenched in Blood  

Since the college’s computer lab was opened on Saturdays from 9:00 a.m. to 1:00 p.m. Student Z arrived at the lab around 9:30 a.m.  She was surprised to see that the lab was full of students.  She noticed that the computer lab attendant appeared to be frazzled. 

When Student Z asked: “Are there any computers available?” 

He answered: “Maybe.  You just have to look.  There may not be one.  I never seen anything like this.  Everyone seems to be working on the same thing”  When he asked Student Z to list the course for the purpose of using the lab, she wrote Algebra II,

He responded: “Like everyone here has the same course.  Our computers cannot support it.  The program keeps freezing.  It doesn’t make since.”

Student Z felt her enthusiasm diminish when the computer lab attendant commented about the software freezing.  She resolved herself to try, and felt at least she will be able to prove, if necessary, her attendance and the software flaws.  Student Z found an available computer.  The person on her left mumbled as he dealt with the software program.  The person on her right was accompanied by her mother who persistently provided words of support and encouragement as she gently stroked her daughter’s back.  Every so often, Student Z would hear some loudly express their contempt for the program, the instructor, and college for allowing such a program as a part of its curriculum.  She successfully silenced the sounds of those brought to tears out of frustration.

Student Z examined the pie chart that indicated her progress in the course.  She decided to work strategically and complete the sections that she had a strong command of the subject matter and would be able to move through expeditiously.  More of the pie chart will be filled in and increase the chance of her completing the course with a passing grade.  She toiled on the Algebra II software until the lab closed.  Just before 1:00 p.m., the program initiated an assessment test.  In the middle of the test, the program froze. 

Student Z asked for assistance from the Computer Lab Attendant, but he informed her that there was nothing that he could do to save her work.  She rebooted the computer.  Logged back into the software program and discovered that, as usual, her efforts had been deleted.  She sat in front of the computer in silence. She could hear her contemporaries’ agony.  She sat and pondered, what difference would two weeks make.  She contemplated if she would be able to  complete enough work without making a calculation or input error. 

She felt her motivation and hope give way as she accepted that the fact that all her efforts will be deleted as soon as the software froze, and the system had to be rebooted.  As people began to pack up and walk out of the lab, she heard someone say as he passed by: "This is bullshit! How are we supposed to pass this course?” 

They could not control the system freezing and the deletion of their progress.  Student Z sat quietly staring at the pie chart. 

She heard the Computer Lab Attendant exclaim: “The lab is now closed.”  Student Z looked around the lab and saw that the lab was still full, and her contemporaries where still sitting and diligently working.  She sat and listened to the Computer Lab Attendant as he announced that the lab was closed for the day again.  Student Z logged off. 

The Computer Lab Attendant stood beside her as he whispered, “I’m sorry.” 

As she walked out of the lab, she thought to herself: “This is insanity.  Doing the same thing over and over and expecting a different outcome.  I have never worked so hard to pass a class.  I’ll take the F especially since I have worked so hard for it.”  Student Z felt sick but held back the impulse to vomit.

Recovery

She considered filing a complaint about the course but was too emotionally drained.  What proof could she offer in her defense when her efforts were routinely deleted?  She had already heard the course instructor’s argument.  The course instructor deemed the program as perfect and the struggling and/or failing student as their irresponsible and unmotivated behavior.

In the following semester, Student Z once again registered to complete Algebra II online.  She was conscientious in her choice for an online course.  The course offerings did not list whether the online course was a mastery program, so Student Z took note of the instructor of record for the course.  Once she enrolled for the course and was able to access the course material, she was able to discern if it was a standard online course or if a mastery program was being used.  She successfully completed Algebra II but delayed her enrollment into a Statistics course once she realized that the only courses being offered, at the time, was assigned to the same instructor who used the Algebra II mastery program.  Student Z discovered that a mastery program was also used for the Statistics online course. Student Z prearranged a temporary work schedule with her employer that allowed her time to attend an in-class Statistics course in the morning.  Statistics was the last class she needed to complete her bachelor’s degree.

It’s Simply Demonic

Ever so often, a student will express their dislike for online courses.  They describe an experience like Student Z's.  They declare that they will never take another online class.  They speak about the emotional toll of working so hard to succeed and repeatedly failing.  They blame themselves as they question their intelligence and ability to succeed in college and in life.  They refer to the program as demonic and the instructor as Satan’s spawn. 

I intervened and explained that most online classes are not mastery programs.  Online courses can be challenging, and most of the time students must complete more work in an online course than in-class.  Unfortunately, the damage that mastery courses achieve to their grade point average, finances, or confidence is demonic. 

It is unfortunate that colleges utilize such programs.  Students just must be on guard and immediate drop the course once they realize the mastery online class format.