Gerhart Laci M, Jadallah Christopher C, Angulo Sarah S, Ira Gregory C
University of California Davis CA USA.
UC California Naturalist Program UC Agriculture and Natural Resources Davis CA USA.
Ecol Evol. 2021 Jan 27;11(8):3537-3550. doi: 10.1002/ece3.7187. eCollection 2021 Apr.
Experience and training in field work are critical components of undergraduate education in ecology, and many university courses incorporate field-based or experiential components into the curriculum in order to provide students hands-on experience. Due to the onset of the COVID-19 pandemic and the sudden shift to remote instruction in the spring of 2020, many instructors of such courses found themselves struggling to identify strategies for developing rigorous field activities that could be completed online, solo, and from a student's backyard. This case study illustrates the process by which one field-based course, a UC California Naturalist certification course offered at the University of California, Davis, transitioned to fully remote instruction. The transition relied on established, publicly available, online participatory science platforms (e.g., iNaturalist) to which the students contributed data and field observations remotely. Student feedback on the course and voluntary-continued engagement with the participatory science platforms indicates that the student perspective of the experience was on par with previous traditional offerings of the course. This case study also includes topics and participatory science resources for consideration by faculty facing a similar transition from group field activities to remote, individual field-based experiences.
野外工作经验和培训是生态学本科教育的关键组成部分，许多大学课程将基于实地或体验式的内容纳入课程体系，以便为学生提供实践经验。由于2020年春季新冠疫情的爆发以及突然转向远程教学，许多此类课程的教师发现自己难以找到方法来开展可以在线、单人且在学生后院完成的严格的野外活动。本案例研究阐述了一门基于实地的课程——加州大学戴维斯分校提供的加州自然主义者认证课程——向完全远程教学转变的过程。这种转变依赖于已建立的、公开可用的在线参与式科学平台（如iNaturalist），学生们通过该平台远程贡献数据和实地观察结果。学生对该课程的反馈以及对参与式科学平台的自愿持续参与表明，学生对这次经历的看法与该课程以前的传统授课相当。本案例研究还包括一些主题和参与式科学资源，供面临从集体野外活动向远程、个人实地体验类似转变的教师参考。
