Pandemic Shift: Meeting the Challenges of Moving Post-Secondary Environmental Education Online

Autor/inn/en	Nichols, Bryan H.; Caplow, Susan; Franzen, Rebecca L.; McClain, Lucy R.; Pennisi, Lisa; Tarlton, Jennifer L.
Titel	Pandemic Shift: Meeting the Challenges of Moving Post-Secondary Environmental Education Online
Quelle	In: Environmental Education Research, 28 (2022) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nichols, Bryan H.) ORCID (Caplow, Susan) ORCID (McClain, Lucy R.) ORCID (Tarlton, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.2007220
Schlagwörter	COVID-19; Pandemics; Online Courses; School Closing; Environmental Education; College Faculty; Teaching Methods; Educational Technology; Electronic Learning; Coping; Postsecondary Education; Faculty Development; Skill Development; Group Activities; Place Based Education; Observation; Experiential Learning; Knowledge Level + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Umweltbildung; Umwelterziehung; Umweltpädagogik; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Bewältigung; Post-secondary education; Tertiäre Bildung; Kompetenzentwicklung; Qualifikationsentwicklung; Gruppenaktivität; Beobachtung; Experiental learning; Erfahrungsorientiertes Lernen; Wissensbasis
Abstract	As the COVID-19 pandemic surged and resurged across the world, members of a higher education professional group associated with the North American Association of Environmental Education met regularly online to discuss challenges and strategies to cope with the sudden shifts to remote learning. Six environmental education (EE) instructors, from public universities across the USA, compiled and analyzed their teaching experiences, carefully considering impacts on pedagogical strategies common to EE. The analysis revealed positive, negative, and mixed impacts on content mastery, skills development, group work, place-based learning, teaching observations, student teaching experiences, and professional development. The group then considered implications for instructors, students, and the field of EE, particularly amid ongoing pressure to offer online options and the possibility of future pandemics or other major disruptions to traditional higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01