Distance Learners Stay Connected to CDH

October 14, 2020

Cameron Kawalec '24 is one of six 9th graders who chose full-time distance learning.

While most Raiders are attending school in a hybrid model, a few dozen have opted for full-time distance learning, due to health concerns for the student and/or family members. Ten students just switched from distance to the hybrid model at mid-tri.

Distance Learning Coordinator Pat Norusis is responsible for helping both students and teachers navigate the virtual environment. She ensures that distance learners have a strong connection with faculty, while also responding to issues with technology and resolving any issues. 

"The large majority of Distance Learners are doing very well, turning in work, and achieving above-average grades," she said. "I believe one of the strengths of CDH is meeting the needs of all learners and respecting their choices of learning through the hybrid model or the distance model."

The recent switch to a synchronous learning model, facilitated by the new Swivl technology, has allowed distance learning students to be even more connected to their peers in the classroom. Synchronous learning has also made the virtual experience more rigorous, and feel more like being in school.

"Synchronous learning has made the distance learning process busier," said Kieran White '21. "It allows me to ask more questions directly to my teachers though. While I would prefer to attend school in person, I wouldn’t mind learning in this manner for the rest of the year."

Of course, there are challenges to distance learning.

"The biggest challenge of distance learning is communicating with others in the classroom," said Cameron Kawalec '24. "It’s harder to phrase ideas through a messaging system. Also, If I want to make a comment, it’s not a raise your hand situation. I have to get my ideas heard quickly. Even then, sometimes a response is not always immediate. So, I don’t always know how my comments are being interpreted. Then, there is the social aspect. It’s harder for others to get get to know me, and for me to meet them."

Kawalec, who chose distance learning in order to protect his elderly grandmother who lives with his family, has the additional challenge of starting a new school as a ninth-grader without the opportunity to meet his classmates and teachers in person. 

He echos the concerns of many 9th graders, whether they are on campus or full-time distance learning.  "It’s a whole new situation, a new school, classes, and new classmates. The teachers don’t know me too well, at least not yet," he said. 

Kawalec has already noticed a higher comfort level with distance learning compared to his experiences at the beginning of the school year.

"The recent change to synchronous learning has been positive in the fact that I am able to get more immediate reaction during a class," he said. "I think this is because the teachers and students in the classroom are now used to me being there every day. I’ve been able to meet more people, have gotten to know my teachers better, and have a better feel of the class. It’s made my understanding of what the teacher is emphasizing much better, so my understanding of the material has improved. The more I am in class, the better I understand what is going on."

Cretin-Derham Hall is dedicated to providing the best possible education for all students, regardless of whether they are participating in the hybrid model or distance learning. 

"Cretin-Derham Hall has done a wonderful job making distance learning as easy and effective as possible," Kawalec said. "Distance learning is not as bad as it sounds. I do miss direct interactions in class, and I miss meeting the other students, but I still get to do fun stuff in class, and feel as if I am part of the group."

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