Back in the saddle: student response to remote online equine science classes

Abstract

The COVID 19 pandemic has challenged professors and students of all disciplines to adjust quickly to remote online teaching and education platforms. In this new era of remote teaching a greater challenge has been presented in the field of Equine Science; how to effectively share knowledge that is most often demonstrated by providing students access to live, in-person animal examples. Historically, students and teachers believed skill sets which are vital for future careers in the industry (e.g. veterinarian) must be learned through hands-on experience. However, in-person methods were not available, so students were taught through the Zoom platform. Students enrolled in various levels of Equine Science classes were invited to complete a short voluntary questionnaire measuring their response and perception to equine courses taught in an entirely online remote setting by the same professor. One group was comprised of undergraduates majoring in the field (n= 44) in upper level equine science courses, Advanced Equine Reproduction Physiology and/or Equine Enterprise. These students, 41 females and 3 males, ranged in age from 20-25 years, were provided a voluntary questionnaire seeking responses related to the perceived effectiveness and individual preferences of in-class lectures and in-person labs versus remote online teaching practices. A similar questionnaire was offered on a volunteer basis to pre-college students (n = 17). These students, female, high-school students from freshman to senior status (14-18 years of age), were interested in equine Science as a major at UC Davis in the future. This questionnaire evaluated their response to a two-week remote synchronous online equine science course which included multiple teaching methods, including lectures, mini labs and full labs. Responses from both populations suggested that equine courses were perceived as effective when offered as online, remote courses. Live (synchronous) classes and labs offered on Zoom increased engagement and interaction, but students also appreciated the opportunity to access recorded materials. Students responded positively to online remote teaching and found courses to be effective for increasing their knowledge about Equine Science in an engaging manner, despite their continued preference for in-person instruction.

A systematic review of health sciences students’ online learning during the COVID-19 pandemic

“…Students reported that these sessions helped them in their exam. They also agreed OL helped them increased interaction even though there were some technical problems 2 Menon et al (2021) [ 51 ] OL; UG medical students from college hospital in South India Online questionnaire Traditional learning ( N = 370) Cross-sectional study The OL barriers reported were connectivity problems, (44.8%) and lack of peer interaction 1 Merson et al (2020) [ 52 ] OL; UG equine science course Online questionnaire Traditional learning ( N = 44) Cross-sectional study Positive feedback on OL, but still, based on Bayesian inference for ANOVA, most of the undergraduates still prefer in-person lessons ( P < 0.05) 1 Muflih et al (2021) [ 53 ] OL; UG health science students from Jordanian universities Online questionnaire Traditional learning ( N = 1210) Cross-sectional study 66.8% agreed that OL made them felt comfortable communicating with their instructors and instructors, 62.6% agreed that the instructor responded quickly to their question. Barriers—75.1% agreed to lack of technical experience, 74.3% lack of experience on online tools, 57.4% lack of motivation, and 62.7% inability to networking 1 Olum et al (2020)[27[ OL; UG medical and nursing students from Makerere University, Uganda Online questionnaire Blended learning ( N = 221) Cross-sectional study Higher interaction (96.3%) in OL.…”

Students’ Perception of Online Equine Courses and How It Affects Their Learning

“…Other teaching methods that students found valuable were supplemental reading (x = 1.31; p = 0.05), interactive web-based platforms (x = 1.15), streaming video platforms (x = 1.14), guest speakers (x = 1.13), virtual office hours (x = 1.04), instructor telephone availability (x = 0.90), live chats (x = 0.85), and web conferencing tools (x = 0.75). In similar studies, students found value through guest speakers, interacting with the professor through questions, and supplemental videos greatly beneficial (Merson et al, 2020). Students in equine classes may find additional value in videos where instructors can demonstrate handson skills and students may re-watch the videos to reinforce information.…”

“…These courses often provided equine students with hands-on experiences in the classroom. Teachers and students believe that skill sets vital for future careers in the industry are learned through hands-on experiences (Merson et al, 2020). According to a panel of equine professionals and educators the top five most important skills to be successful in the equine industry included: practice basic barn safety; recognize bad hay/feed; identify unsafe environments; catch, halter, and lead a horse; and provide a physical exam including vital signs.…”

“…Students at both the precollege and undergraduate level found it much easier to grasp equine concepts taught online compared to in-person classes and found the recorded sessions helpful. Even though teaching this equine riding course online is not ideal, students still found value through guest speakers, interacting with the professor through questions, and supplemental videos (Merson et al, 2020). Instructors found it helpful to record lectures to create short videos to supplement online learning.…”