Student perception and performance with self‐guided learning in soil science laboratory courses

Abstract

AbstractDuring the COVID‐19 pandemic, preexisting soil science laboratories were redesigned for self‐guided learning (SGL). The SGL laboratories occurred on‐campus during the fall 2020 semester in two introductory soil science courses at the University of Tennessee at Martin and Virginia Polytechnic Institute and State University. Students carried out the activities by visiting multiple outdoor sites on campus, individually or in pairs, without the instructor. Students accomplished this by following instructions provided on location sign boards and instruction manuals. We evaluated student perceptions of the SGL laboratories using an optional qualitative survey that students completed post‐laboratory and student performance on SGL activities using rubrics. Our results showed that students found the difficulty level and amount of time required for the SGL laboratories to be equal to traditional in‐person laboratories. Most students found the SGL laboratories enjoyable or very enjoyable because of the flexibility and hands‐on learning outdoors. Students recommended more SGL laboratories during and after the pandemic, preferably accompanied by frequent student–instructor interaction. Rubric analysis showed that SGLs were best suited for practicing previously learned skills in practical contexts and learning simple skills and concepts, but students did not perform well with complex and abstract concepts. Overall, students were able to successfully complete SGL laboratory activities in a hands‐on yet socially distanced way. The results suggest that SGLs can be implemented in post‐pandemic lectures and laboratory courses designed for hands‐on learning in a distance learning format.