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Delivering Field-Intensive Courses in a Remote-Learning Environment: A Case Study and Student-Centered Considerations for Course Planning and Structure
  • +5
  • Sarah Mabey,
  • Zachary Fox,
  • Rachel Jerkins,
  • Carah Katzendorn,
  • Miranda Mordue,
  • J. Schwendler,
  • Keegan Rankin,
  • Aaron Rivard
Sarah Mabey
Hiram College
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Zachary Fox
Hiram College
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Rachel Jerkins
Hiram College
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Carah Katzendorn
Hiram College
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Miranda Mordue
Hiram College
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J. Schwendler
Hiram College
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Keegan Rankin
Hiram College
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Aaron Rivard
Hiram College
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Abstract

We argue the advantages of field-based learning experiences for undergraduates, the societal imperative for training the next generation of field biologists, and the opportunity to increase the reach of field education dictate that we must meet the challenges of delivering field experiences in the context of a distanced educational environment. We report on our experiences as faculty and students in a spring 2020 Field Ornithology course adapted for remote delivery with an example of a student-centered framework for supporting independent field study. Feedback from students and instructors in this course indicate that remote field instruction is both possible and desirable. We suggest that an instruction model involving guided, independent field study can yield strong learning outcomes and promote self-directed inquiry. Based on reflections of the challenges and successes of our experiences, we provide an prompts for a for assessing the feasibility and desirability of proceeding with field-based education in a distanced environment with an emphasis on supporting student success.

Peer review status:IN REVISION

02 Jul 2020Submitted to Ecology and Evolution
03 Jul 2020Assigned to Editor
03 Jul 2020Submission Checks Completed
11 Jul 2020Reviewer(s) Assigned
05 Aug 2020Review(s) Completed, Editorial Evaluation Pending
19 Aug 2020Editorial Decision: Revise Minor