The Spring 2020 Transition from In-Person to Remote Teaching & Learning in Geological Sciences, CU-Boulder: An Analysis of Instructors’ and Students’ Experiences

Abstract:

Geology (GEOL) courses at CU-Boulder rapidly shifted from in-person to remote/online modalities in March 2020 in response to COVID-19. In May 2020, surveys were designed and administered to learn about instructors’ (including teaching assistants) experiences teaching those courses before and after they moved from in-person to online modalities of instruction. Students enrolled in GEOL courses were also surveyed about their experiences in these courses. The goal was to (a) determine what instructors did to deliver their courses remotely, (b) highlight what aspects of their remote courses worked best and worst, and (c) identify what resources and/or support instructors desired going forward with more online/remote learning. Students were surveyed about their impressions of how lectures and labs changed, and what was most and least effective. Results and recommendations were four-fold. (1) Students were markedly more open to the possibilities of online modalities than instructors; thus, for Fall 2020, instructors were encouraged to leverage students’ openness to virtual learning and to take risks in developing their own style of online teaching. (2) Students felt that maintaining a similar in-person course design as was in place at the start of the semester was most effective at supporting their learning; thus, instructors should incorporate synchronous opportunities for students to engage with each other and their instructor in the online version of their courses. Additionally, instructors should consider and plan how they will maintain a sense of stability and continuity in future courses if they should experience another mid-semester transition to online instruction. (3) Students requested that instructors provide clear communication about expectations, a strong course organization, timeliness and consistency in posting online materials, opportunities to interact with peers and instructor(s), and increased flexibility for deadlines and grading. (4) Lastly, departments should work closely with instructors and teaching assistants in preparing to teach using online modalities in future semesters. Survey recommendations were used by GEOL faculty and teaching assistants as they prepared for a hybrid course design in the Fall 2020 semester and may be useful to instructors elsewhere.