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Like many people across the globe, IC students have had to quickly adapt to a new way of doing their work after the College made the decision to suspend face-to-face instruction in the wake of the growing coronavirus (COVID-19) pandemic. Zoom, Moodle, email and other tools now fill in for the lectures and in-class discussions that would have been typical of a spring semester on the Hilltop.

Quinn Miller 鈥�20 said the first week was an adjustment as he got familiar with the new tools professors were using for his classes. But working with classmates to navigate assignments and using Moodle forums for class discussions has helped the economics and finance major stay connected.

"Because that's what is so great about the College 鈥� the connections that you make with the professors and your classmates,鈥� he said. 鈥淪o, being able to still communicate with all of them has been nice."

Communications and rhetorical studies major Jasaun King 鈥�21 has adjusted to the new format of his classes. As a football player, even his conditioning has been adapted to at-home workouts and team meetings have moved to Zoom. Losing interactions with faculty, staff and other students on campus has been the most challenging part of remote learning for King. Not being afraid to go to professors with questions can open up lines of communication, he said.

"Reach out to your professors if you have questions, because I'm assuming that we're all kind of in the same position,鈥� King said, adding that students and faculty alike need to stay engaged. 鈥淚 feel like we help each other out in that way."

Miller said communication with professors is 鈥渉uge鈥� and that faculty are understanding that everyone is in a moment of transition. He added, "Everyone's relearning how to learn and how to teach.鈥�

Business administration major Sally Hixson 鈥�20 said during the transition to remote learning, she began receiving a lot of communication from her professors by email and realized how important staying organized was going to be. Hixson said the first thing she did was create labels to organize her email. She also continued to organize her planner each week like she has always done.

鈥淚 just need to make sure I'm being proactive and sticking to my list of things I need to do every day," she said.

King said it has been important for him to make a schedule for himself. He gets up and focuses on getting as much work as possible done in the first half of his day so that he can spend afternoons and evenings with his family or outdoors.

鈥淲hile my mind is still fresh and available and I can think clearly, I try to do my homework,鈥� he said. 鈥淏ut, at the same time, I always try to find a stopping point."

Having a schedule also prevents King from staying up late stressing about homework, he said. Because many classes don鈥檛 have specific meeting times, Miller said he is able to pace himself, but also that could mean working on homework late or taking naps, which he advises against: "Get a full night's sleep and once you feel well-rested, get up and do all your stuff."

King and Miller said finding the right workspace is also an important part of establishing a productive routine. Seeking out a quiet space where distractions are limited helps King focus so he can get his work done more quickly. Miller cautioned against working on coursework in bed. 

The students also make an effort to get outside every day to relax, get some fresh air and get away from screens.

"Just keep moving and stick to a routine so you don't end up sitting on your couch for a month straight," Hixson said.

Hixson has found silver linings to remote learning in spending a little more time reading 鈥� both for class and for fun 鈥� and being intentional about connecting with friends.

"Try not to isolate yourself,鈥� she said. 鈥淭alk to your friends over FaceTime 鈥� I've been doing that. I've connected with some of my high school friends who I haven't talked to in person in a while."