3 Out of the Classroom, Out of the Box: Innovative Approaches to Geoscience Education

Thursday, 1 April 2021
8:00 AM - 12:00 PM
Syn Terra Corporation Room

TITLE: INCREASING THE USE OF ACTIVE LEARNING STRATEGIES IN A LARGE, ONLINE CLASS

Paper number: 3-3
Program: Theme Sessions
Time: 8:40 AM – 9:00 AM

Authors

  • Christa Haney Presenting Author
    Mississippi State University, Starkville, MS

Abstract

Active learning strategies can enhance student engagement and enrich learning experiences. However, they can also be time-consuming and challenging for teachers to implement. This is especially true for large (75+ students), online learning environments. This session will present active learning strategies in an online, undergraduate Water Resources course. Active learning strategies and activities involved 3 main themes: (1) Accessing and analyzing local hydrological data (interpreting hydrographs from local streams, identifying and reviewing local water quality reports etc.), (2) Improving research and communication skills (identifying main local water source(s) and possible threats to water quality, presenting a local water issue related to water quality or quantity, debating various water topics etc.), and (3) Increasing student interaction, collaboration and engagement (group discussions and feedback in response to peer presentations and discussion board posts, individual responses to prompts about topics such as regulatory rollbacks, granting legal standing or rights to water bodies etc.).

Student feedback was overwhelmingly positive with average grades similar to (if not higher than) the previous traditional assignments (exams, formal research papers etc.). Online learning can feel isolating and these activities served to build social connectivity between students and exposed them to a wider variety of Water Resources topics experienced by peers from across the country (and world). Challenges included students not following directions, government shutdowns impacting website/data availability, and technological/learning management system limitations. In general, the setup for these active learning exercises (instructions, rubrics etc.) required more work on the front end. However, in many cases, the grading on the back end required less time so that the overall time commitment was comparable. In the end, the added benefits of collaborative learning, student interaction, exposure to a greater diversity of water issues and critical thinking through research and data analysis made these active learning exercises worthwhile for both students and the instructor.

Geological Society of America Abstracts with Programs. Vol. 53, No. 2

doi: 10.1130/abs/2021SE-362000

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