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Forest operations instructor and student perspectives on rapid transition from face-to-face to online learning in the US
International Journal of Forest Engineering ( IF 1.9 ) Pub Date : 2021-04-02 , DOI: 10.1080/14942119.2021.1907109
Elizabeth M Dodson 1 , Charles R. Blinn 2
Affiliation  

ABSTRACT

During the spring semester of 2020, American universities, along with many others across the world, rapidly transitioned mid-term from traditional face-to-face classes to online learning methods to combat the spread of the novel coronavirus causing Covid-19. While this transition was a challenge for most instructors and students to navigate, it posed specific and unique challenges to forest operations instructors and their courses that historically have relied on supervised field experiences as a critical method for delivering course content. Surveys were sent to instructors specializing in forest operations at American universities and to their students to help researchers gather information on techniques that worked and did not work to convey course content using online learning methods. A qualitative exploration of survey responses indicate that both students and faculty struggled with the transition to online learning but that limited success was found through course modifications such as to field lab activities, asynchronous content delivery, and modified learning expectations. Results have prompted sharing of teaching strategies amongst instructors facing continued uncertainty of delivery mode for field-dependent courses.



中文翻译:

森林经营讲师和学生对美国从面对面学习快速过渡到在线学习的看法

摘要

在 2020 年春季学期,美国大学以及世界各地的许多其他大学在中期迅速从传统的面对面课程过渡到在线学习方法,以对抗导致 Covid-19 的新型冠状病毒的传播。虽然这种转变对大多数教师和学生来说是一个挑战,但它对森林经营教师和他们的课程提出了具体而独特的挑战,这些教师和他们的课程历来依赖于有监督的实地经验作为提供课程内容的关键方法。调查已发送给美国大学专门从事森林经营的教师及其学生,以帮助研究人员收集有关使用在线学习方法传达课程内容的有效和无效技术的信息。对调查回复的定性探索表明,学生和教师都在努力向在线学习过渡,但通过现场实验室活动、异步内容交付和修改学习期望等课程修改发现成功有限。结果促使教师在面临依赖领域课程的交付模式持续不确定性的情况下分享教学策略。

更新日期:2021-04-02
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