Bacon, K.L. and Peacock, J. orcid.org/0000-0002-1344-4335 (2021) Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward. Ecology and Evolution, 11 (8). pp. 3551-3558. ISSN 2045-7758
Abstract
The challenges facing higher education in response to COVID-19 are significant and possibly none more so than in ecology and aligned disciplines. Not only did most ecology lecturers have to rush lectures and tutorials online, but also laboratory and field classes. We reflect on our experience of this move and also consider those of 30 other ecology-aligned teaching academics to summarize the challenges faced in the move online early in 2020 and the developing plans for adapting ecology teaching and learning going into the 2020/21 academic year. The move online had the most significant impact on field classes, with more of these canceled than lectures or laboratory classes. Most respondents to an online poll also highlighted that many respondents (~45%) felt that ecology was more impacted by COVID-19 that even other STEM disciplines. The availability of technological solutions is key to moving forward and will hopefully enhance the teaching and learning experience for many beyond the current crisis.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 The Authors. This is an open access article under the terms of the Creative Commons Attribution License (CC-BY 4.0), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. |
Keywords: | ecology, fieldwork, laboratory teaching, online learning, Teaching online, undergraduate students |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Environment (Leeds) > School of Geography (Leeds) > Ecology & Global Change (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 31 Oct 2024 10:27 |
Last Modified: | 31 Oct 2024 10:27 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1002/ece3.7090 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:219060 |