COVID-19 as an opportunity to make field-based earth sciences and other similar courses easily accessible and affordable

Aaisyah, D.; Sahari, Syaakiirroh; Shah, Afroz Ahmad; Qadir, Ahsan; Prasanna, Mohan Viswanathan; Shalaby, Reham

doi:10.1016/b978-0-323-85512-9.00030-9

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…However, many instructors seized the opportunity to develop novel and effective teaching methods for their courses, and several studies indicate that these novel teaching methods and tools may even be more effective than traditional ones. For exam-ple, Aaisyah et al (2021) at a university in Brunei utilized videos of multiple geological field sites from an unmanned aerial vehicle to provide students with remote laboratory exercises that introduced them to course content and to the field sites without the requirement of being physically present in the field. Their observations indicate that students enjoyed the remote learning experience and that students were even more attentive to completing their field assignment than when the class was held in-person at the field site.…”

Section: Virtual Labs and Field Tripsmentioning

confidence: 99%

Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

Wyatt

Aburto

Howe

et al. 2023

Natural Sciences Education

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Though universities have offered online education options since the 1990s, the coronavirus (COVID-19) pandemic led to increased online course development and implementation worldwide. Transitioning to online learning during the pandemic created challenges and opportunities for instructors and students alike, especially in the soil and environmental sciences, where laboratory and field work is essential for training students. Our review of the available literature and the authors' personal experiences suggests that many students struggled with the transition, with a lack of adequate internet access representing a significant barrier for many university students. Similarly, some instructors struggled with transitioning away from in-person learning, while others took the opportunity to create novel resources, institute new learning frameworks, and develop unique online course content. Here we seek to describe some of the major challenges and benefits related to the transition to online learning during COVID-19 as well as the efficacy of different online course types, including the perspectives of both university students and instructors based on both the authors' experience at three universities in two countries and on the published literature. Based on these findings, we also make recommendations regarding future online course development in soil and environmental science fields.

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Section: Virtual Labs and Field Tripsmentioning

confidence: 99%

Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

Wyatt

Aburto

Howe

et al. 2023

Natural Sciences Education

View full text Add to dashboard Cite

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“…However, despite this obvious interest in the natural environment along the trails very little accessible geological information is available to BTC members or the public. Restrictions resulting from the COVID-19 pandemic have also taught us the value of experiences that can be obtained or augmented virtually to increase accessibility (Evelpidou et al 2021;Whitmeyer and Dordevic 2021;Aaisyah et al 2021;Peace et al 2021;Gregory et al 2022).…”

Section: Introductionmentioning

confidence: 99%

Earth Science Education #7. GeoTrails: Accessible Online Tools for Outreach and Education

Maloney,

Peace,

Hansen

et al. 2023

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As geoscientists, we must prioritize improving our ability to communicate science to the public. Effective geoscience communication enables communities to understand how geological processes have shaped our planet and make informed decisions about Earth’s future. However, geoscience research outputs have traditionally been published in peer-reviewed journals and presented at academic conferences. Consequently, essential information about local geology is rarely available in accessible, open access, and engaging formats. Here, we propose virtual field trips, or ‘GeoTrails’, as a possible solution to address the disconnect between geoscience research and public knowledge by improving our communication to the public. This initiative is largely driven by undergraduate students, who identify points of geological interest along selected hiking trails, write concise descriptions derived from scientific sources (e.g. longer peer-reviewed articles and government reports), and collect field data (e.g. 3-D LiDAR models, drone photography) to illustrate the characteristics of these geological features. The goal of the project is to communicate the importance of local geology on our environment and to raise awareness of how changing climates could affect us in the future; this information can empower communities to make better, more informed planning decisions. The creation of GeoTrails along the Niagara Escarpment offers a promising strategy to highlight the role of geoscientists and to engage the public in our ongoing research that aims to showcase Canada’s geoheritage.

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Disaggregation Deformation Bands Dominate the Trapping and Sealing Process at the Lion King Fault Zone, Brunei, SE Asia

Aaisyah¹,

Sahari²,

Shah³

et al. 2022

Atlas of Structural Geological and Geomorphological Interpretation of Remote Sensing Images

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COVID-19 as an opportunity to make field-based earth sciences and other similar courses easily accessible and affordable

Cited by 5 publications

References 9 publications

Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

Earth Science Education #7. GeoTrails: Accessible Online Tools for Outreach and Education

Disaggregation Deformation Bands Dominate the Trapping and Sealing Process at the Lion King Fault Zone, Brunei, SE Asia

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