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Remote delivery of field experiences in soil sciences
Author(s) -
Aleman Ruben,
Duball Chelsea,
Schwyter Anna,
Vaughan Karen
Publication year - 2021
Publication title -
natural sciences education
Language(s) - English
Resource type - Journals
ISSN - 2168-8281
DOI - 10.1002/nse2.20049
Subject(s) - field (mathematics) , student engagement , covid-19 , perception , pedology , pandemic , medical education , psychology , geography , pedagogy , environmental science , medicine , mathematics , soil science , pure mathematics , disease , pathology , neuroscience , infectious disease (medical specialty) , soil water
The COVID‐19 pandemic placed unprecedented pressure on students and educators around the world, calling for a major shift in the delivery of educational lessons to implement remote learning opportunities in place of in‐person classes. The shift to remote learning practices was particularly difficult for courses, such as pedology, that rely heavily on place‐based or active learning strategies. In this study, the authors investigate student response to remote delivery of field experiences during the COVID‐19 pandemic in an upper division pedology course that is typically taught in‐person and outdoors. Five field practicums were delivered remotely throughout the semester, for which students were provided with a take‐home field kit, soils from four profiles, and access to online resources needed to complete each assignment. Student perceptions on the efficacy of, value of, and engagement with remote delivery were assessed via pre‐ and post‐surveys. Survey responses suggest that students’ level of experience improved over the course of the semester and perceptions on the efficacy of, value of, and engagement with remote learning showed positive improvement. Although the majority of students were grateful for these alternative experiences, responses also expressed that remote delivery options are not favored over in‐person field experiences. Remote delivery of field experiences also presents a potential solution to the limits in accessibility inherent to field‐based courses.