ADAPTING FACE-TO-FACE BEST PRACTICES FOR LARGE, ONLINE GEOSCIENCE COURSES: DESIGN, IMPLEMENTATION AND EVALUATION OF EFFECTIVENESS
Effectiveness in this and three other courses was evaluated by comparing qualitative and quantitative data sets in f2f and DE settings. Deliverables and outcomes were similar in both settings, as was regular feedback (via questions embedded within tasks) about students’ perceptions, workloads and enthusiasm. Learning Management System analytics and Dichotomous Bloom’s taxonomy analysis helped assess the performance of online tasks, and showed DE students interact more with content and peers than before activities were introduced. Total instructional “costs” were similar, although required instructional tasks differ. In summary, we found that f2f learning strategies can be adapted for large enrollment DE courses, but care and attention is required with respect to the sequencing of tasks, and to the ways students interact with content, peers and instructors. We will close by outlining refinements to this model aimed at fostering and measuring scientific reasoning in a very large first year natural hazards course, taught in both f2f and DE settings.