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  • Victor Kafie

The Impact of Virtual School for AST Eagles



Zoom, Camera, Action! It's a brand new age in the American School community. An age crammed with obstacles, but anchored by technology. Over the course of 2020, the world has entered an unprecedented cycle of lifestyle changes, causing people to remain quarantined while also mastering the practice of social distancing. The economy, health, freedom, but above all, human lives, have been the primary victims of such a pandemic, which was first identified in Honduras on March 12, 2020. With the first two cases officially identified in Tegucigalpa and San Pedro Sula, the Honduran population was abruptly forced into a two-week lockdown phase. Honduras, undergoing an economic and medical crisis, has been forced to practice strict quarantine measures, leading up to one of the most intensive lockdowns the country has ever faced in its history.


The AST community had no other option but to complete the 2019-2020 school year virtually. For some, this became a fortune, while for others, a misery. This led faculty and students alike to adapt to an unusual virtual-learning method. During the summer, the AST staff worked towards developing a new system that would provide Eagles with an effective education system, despite being physically absent. With programs such as Zoom and Schoology, students and teachers could now mutually interact with one another, providing a learning environment where Eagles could feel supported, both academically as well as in their lives. Modifications were also made to the schedules for all grade levels. High schoolers, for instance, now had to follow a schedule with a synchronous day (online education in real time) followed by an asynchronous day (does not require real time interaction). For some, this schedule evoked a new breath accompanied with a positive mindset. However, for others, it was challenging to adjust to these new circumstances; some have still not fully familiarized themselves with the new schedules, deadlines, and the isolated environment they are currently working in.


In order to fully understand how the pandemic has led students to adjust to this peculiar learning system, a three-question survey was sent out to HS students asking them about the impact this situation has had on them. Not only did this survey provide students an opportunity to express how our new situation impacted their academic and emotional performance, but it allowed for a greater understanding on the effectiveness of distance learning. On the provided survey, students were required to answer basic questions about their comfortability with distance learning.


The first question of the survey asked students how comfortable they felt about distance learning on a scale from one to five (one being the least comfortable and five being the most comfortable). The majority of the responses reflected that students felt fairly comfortable with distance learning, 43.2%, rating it at number three. The results were the following:

1= (least comfortable) 2.7%
2= (somewhat uncomfortable) 24.3%
3= (Fair) 43.2%
4= (somewhat comfortable)29.7%
5 = (most comfortable) 0%

The second question asked Eagles what they disliked the most about distance learning. One of the most frequent responses was the lack of social interaction. This is hardly strange considering that the majority of AST students have been together nearly all of their lives. The sudden separation from their fellow classmates has made Eagles feel less motivated and engaged towards school activities. Many Eagles expressed they missed interacting with their friends, and spending time with the people they considered as their “second family.” The lack of communication between students and teachers was another common response regarding social interaction. For example, one Eagle said that it was challenging to be “unable to be with other students and actually talk to teachers about assignments.” Overall, the lack of social interaction has led to limited communication among staff and students, which has led to less engagement, misunderstandings, stress, and anxiety.

Another issue students faced in distance learning is the brand-new modified schedule. This is mainly because of the established deadlines, 10:00pm, which have generated higher stress levels within the academic obligations. Students, in a way, have forced their lives to revolve around school more than usual. For those who engage in extracurricular activities, having these deadlines for all assignments hours is not only highly inconvenient, but it can cause Eagles to feel more anxious than ever before. Others have argued the fact of being seated and facing a computer’s screen for more than nine hours everyday has driven them to carry out an unhealthy lifestyle. This is a legitimate concern for our AST community, since it is important to keep track of students’ health while facing these unprecedented times. Both physical and emotional health should be primordial when carrying out a sedentary studying process.


Despite the negativity, students also expressed positive responses. The third question of the survey asked students what they enjoyed the most about distance learning. A large number of respondents said that they enjoyed the fact that school days now began at 9:00 am, as opposed to the usual 7:30 am, allowing for an hour and a half more of rest. Many clarified that this change has allowed them to work with more energy and develop their tasks with a higher focus. Even though many miss the social interactions school provided, students expressed they felt comfortable working at home, where they could freely move from place to place. Freedom has been experienced in a way that could never be the same as it was going to school. Many Eagles also considered spending more time with their family as a positive aspect about their quarantine experience. This was especially true among respondents who reunited with family members living abroad, and some even called this a “blessing.”


After thoroughly analyzing the responses, distance learning revolved around two problems: the lack of social interaction and the struggles faced with an “unadaptable” schedule. However, Eagles manifested a lot of positivity as well, where they indicated they felt they had more freedom, rest, and time to spend with their loved ones.


COVID-19 has influenced the lives of all our Eagles in an unprecedented way, changing lifestyles, goals, priorities, and learning environments, too. Being one of the most prestigious schools in Honduras, The American School of Tegucigalpa has been working together with its students to create an efficient online schooling environment, where Eagles can feel comfortable, and above all, engaged. Just as António Guterres, Secretary-General of the United Nations (UN) claimed,


“We are in this together, and we will get through this, together.” Stay home! Stay safe!
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