A comparative study between outcomes of an in-person vs. online introductory field course

Alexandra Race, Maria De Jesus, Roxanne Beltran & Erika Zavaleta
The COVID-19 pandemic has disrupted many standard approaches to STEM education. Particularly impacted were field courses, which rely on specific natural spaces often accessed through shared vehicles. As in-person field courses have been found to be particularly impactful for undergraduate student success in the sciences, we aimed to compare and understand what factors may have been lost or gained during the conversion of an introductory field course to an online format. Using a mixed methods...
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