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Guidelines for online learning in soil science: a synthesis of ideas from academics, students and employers

Conference Paper


Abstract


  • As part of an ALTC-supported curriculum development project, we engaged teaching staff, employers, current students and

    recent graduates in the discipline of soil science, to develop a set of guidelines for online learning in our discipline. During a

    one-day Forum, three experienced practitioners in online learning design in engineering, science and health presented and

    discussed their approaches with the forum participants. The forum attendees then developed guidelines for online learning in

    soil science based on their personal experiences together with the presentations. The resulting guidelines were compared with

    the literature and a very good match found in assessment, content, communication and feedback, motivation and groupwork.

    Two additional aspects that apply particularly to teaching soil science in Australia were identified, namely the importance of

    defining agreed outcomes that take into account regional differences across academic institutions and accommodating the

    broad range of prior knowledge that students of soil science bring to online courses.

UOW Authors


  •   Jarrett, Lorna
  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)
  •   Kopittke, Peter (external author)
  •   Abbott, Lynette (external author)
  •   Grant, Cameron D. (external author)
  •   McBratney, Alex B. (external author)
  •   Menzies, Neal W. (external author)
  •   Weatherley, Tony (external author)

Publication Date


  • 2011

Citation


  • Jarrett, L. E., Field, D., Koppi, T., Kopittke, P., Abbott, L., Grant, C., McBratney, A., Menzies, N. & Weatherley, T. (2011). Guidelines for online learning in soil science: a synthesis of ideas from academics, students and employers. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference) (pp. 175-180). Australia: University of Melbourne.

Start Page


  • 175

End Page


  • 180

Place Of Publication


  • Australia

Abstract


  • As part of an ALTC-supported curriculum development project, we engaged teaching staff, employers, current students and

    recent graduates in the discipline of soil science, to develop a set of guidelines for online learning in our discipline. During a

    one-day Forum, three experienced practitioners in online learning design in engineering, science and health presented and

    discussed their approaches with the forum participants. The forum attendees then developed guidelines for online learning in

    soil science based on their personal experiences together with the presentations. The resulting guidelines were compared with

    the literature and a very good match found in assessment, content, communication and feedback, motivation and groupwork.

    Two additional aspects that apply particularly to teaching soil science in Australia were identified, namely the importance of

    defining agreed outcomes that take into account regional differences across academic institutions and accommodating the

    broad range of prior knowledge that students of soil science bring to online courses.

UOW Authors


  •   Jarrett, Lorna
  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)
  •   Kopittke, Peter (external author)
  •   Abbott, Lynette (external author)
  •   Grant, Cameron D. (external author)
  •   McBratney, Alex B. (external author)
  •   Menzies, Neal W. (external author)
  •   Weatherley, Tony (external author)

Publication Date


  • 2011

Citation


  • Jarrett, L. E., Field, D., Koppi, T., Kopittke, P., Abbott, L., Grant, C., McBratney, A., Menzies, N. & Weatherley, T. (2011). Guidelines for online learning in soil science: a synthesis of ideas from academics, students and employers. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference) (pp. 175-180). Australia: University of Melbourne.

Start Page


  • 175

End Page


  • 180

Place Of Publication


  • Australia