Using lecture podcasts in the COVID‐19 transition to virtual post‐secondary education in agriculture

Barnes, Julie; Carraway, Candis; Jones, Stephanie

doi:10.1002/nse2.20064

Cited by 3 publications

(3 citation statements)

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“…Faculty also published about developing methods for enhancing online education in both animal science (Gomez, 2021) and agricultural education (McKim et al., 2021) and using multi‐media learning tools (Brevik et al., 2021; Ulery et al., 2020). An additional study evaluated using podcasts to mitigate the negative impacts of the COVID‐19 pandemic on higher education (Barnes et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

The evaluation of a drinking water and human health course developed to broaden soil science offerings and enrollment

Mahler

2023

Natural Sciences Education

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Enrollment in soil science courses at land grant universities in the USA has been stagnant or declining for the last 20 years and this trend is expected to continue in the foreseeable future. The purpose of this paper is to evaluate a newly developed course in drinking water and human health (DWHH) that was designed to widen soil science course offerings and attract students from other areas of natural resource sciences at the University of Idaho. The DWHH course was first offered in 2004. Total enrollment in this class was initially 32 students; however, enrollment has grown significantly over the 20‐year period to 72 students in spring 2023. The average enrollment of the 14 times this course was taught was 41.5 students. Because student demand was high the course changed from an alternate year class (2004‐2014) to an annual class in 2016. The course was only taught live on the Moscow campus until 2014. When the course was transformed into an online class, its enrollment became dominated by place‐based students. Most students taking the class in the last five years have been off campus graduate students enrolled in non‐thesis MS degree programs. Course evaluations indicated that students that have taken this class are more satisfied with the course content, course materials, course organization and the work requirement than the average course taught on campus at UI. This course has been popular and will continue to be an important course offering.This article is protected by copyright. All rights reserved

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Section: Introductionmentioning

confidence: 99%

The evaluation of a drinking water and human health course developed to broaden soil science offerings and enrollment

Mahler

2023

Natural Sciences Education

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“…A second group of papers focuses on technological approaches to enhance online education. These papers focused on the use of both high-and low-tech solutions to F I G U R E 1 The COVID-19 pandemic of 2020-2021 required modification of teaching practices for science classes at most educational institutions in North America (Photo credit: Paul H. Joseph / UBC Brand & Marketing) F I G U R E 2 Modified teaching strategies such as using zoom were utilized at most universities during the COVID-19 pandemic of 2020-2021 (Photo credit: Paul H. Joseph / UBC Brand & Marketing) teach soil science (Mashtare et al, 2021), rural broadband on teaching with Zoom (Beorngen & Rickard, 2021), different types of teaching technologies (de Koff, 2021), the Science of Agriculture digital tools (Brevik et al, 2021), decision support tools to link management practices with environmental emissions (Jabbour et al, 2021), and podcasts to enhance agricultural education (Barnes et al, 2021).…”

mentioning

confidence: 99%

“…A second group of papers focuses on technological approaches to enhance online education. These papers focused on the use of both high-and low-tech solutions to teach soil science (Mashtare et al, 2021), rural broadband on teaching with Zoom (Beorngen & Rickard, 2021), different types of teaching technologies (de Koff, 2021), the Science of Agriculture digital tools (Brevik et al, 2021), decision support tools to link management practices with environmental emissions (Jabbour et al, 2021), and podcasts to enhance agricultural education (Barnes et al, 2021).…”

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confidence: 99%

Natural sciences education in a COVID‐19 world

Mahler

Kržić

Merkle

et al. 2021

Natural Sciences Education

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BACKGROUNDThe COVID-19 pandemic of 2020-2021 presented numerous challenges to higher education in North America and around the world, causing universities and colleges to change the way courses were delivered practically overnight. Most North American universities offering agriculture and natural resources curricula were able to meet this challenge, as did many K-12 schools. Even institutions that had very small or non-existent hybrid or on-line course offerings rapidly evolved to meet this challenge and need. The purpose of this paper, and the Natural Sciences Education (NSE) journal special section, "Natural Science Education in a COVID-19 World", is to highlight many of the ways course instructors, along with K-12 and postsecondary institutions, met this challenge. This special section of NSE consists of 23 papers developed to demonstrate the abilities of 20 universities and two secondary settings in North America to meet the challenges in teaching and learning regarding agriculture and natural sciences during this difficult time period (Figures 1 and 2).

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Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

Kaiser,

Lopes,

Manson

et al. 2024

New Horizons in Adult Education and Human Resource Development

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The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.

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Using lecture podcasts in the COVID‐19 transition to virtual post‐secondary education in agriculture

Cited by 3 publications

References 3 publications

The evaluation of a drinking water and human health course developed to broaden soil science offerings and enrollment

The evaluation of a drinking water and human health course developed to broaden soil science offerings and enrollment

Natural sciences education in a COVID‐19 world

Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

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