Virtual Field Experiences with Active Learning to Supplement Classroom and Hands-on Activities

Abstract:

Distance learning became a requirement during the fall of 2020, owing to the COVID-19 epidemic. Many courses, including those that rely on field experiences, turned to online video tutorials as educational material to supplement core learning objectives that could no longer be realised in the field. Online tutorial videos include training videos by the U.S. Geological Survey, product demonstrations by manufacturers, and student-led videos created for other classes. The immediately available online content was not produced for the purposes of teacher-to-student classroom education, generally using a tutorial format to convey information quickly. Thus, these online tools cannot be expected to take the place of course work. The main shortcoming of using tutorial videos for educational purposes is that they do not permit students to actively engage in essential educational aspects normally garnered from field work. Our group posits that virtual learning requires many essential aspects, such as interactive data collection, note taking, handling and assembling equipment, real-time calculations, repetition of measurements, and acknowledgement of typical errors. These improve learning retention in students and better prepare them for in-person field work. In addition, this improved form of virtual field work may act as a supplement to in-person courses that require field work and labs. Specifically designed teaching videos can help overcome typical barriers to learning, such as long travel to an appropriate field site, lack of funding for equipment and travel, and inaccessibility of remote sites to disabled students. Educational videos for field work with specific learning objectives can recreate a learning environment and may be appropriate supplements for field methods courses. Re-watching videos permits students to take training as many times as desired and offer field experience where it is otherwise impractical. Educational videos can simulate an immersive field experience; however, such videos require careful and active engagement with distanced learners, to prepare them most effectively for in-person field work.