Online learning offers flexibility but lacks the structure of a classroom, where a teacher's presence guides attention. The platform we study restores that structure by monitoring the learner through the webcam during ordinary coursework, interrupting or restarting a video when the learner appears distracted. What such monitoring does to a learner across a whole course, rather than in a single examination, is largely unexamined. We report a convergent mixed-methods study of one monitored course pipeline in a summer internship program. We read two free-text surveys alongside three platform channels. The dropout exit survey yielded 15 analyzable responses; the persisting-learner reflection survey, 36. The channels are camera-verification telemetry (14,529 flags from 448 students), an in-video emotion widget (615 submissions from 273 students), and a mandatory end-of-course survey (up to 634 respondents per item). Neither survey named monitoring, so every mention analyzed here was raised by the respondent. Focus-monitoring was raised by 18 of the 51 free-text respondents: 7 of 15 dropouts and 11 of 36 persisting learners. Among the dropouts who raised it, focus-monitoring was the stated primary cause of departure in 4 of 7 cases. None of the 18 questioned being observed in principle. What learners contest is the misreading of ordinary actions, drinking water or moving the head, and the severity of what follows a flag: a video already watched returns to the start of its segment. These findings identify two targets for redesign: the severity of the response to a flag, and the environment check, which can flag a learner before any content has been seen. We argue that the proportionality of that response marks the point at which an attention guardrail becomes a barrier to learning, the tipping point this study approaches.

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