Figure 2. Examples of the student made quadrats composed of: a. burdock roots, b. measuring tapes, c. brooms and shovels, d. large swords.
Discussion board posts : Students in two joint sections of the remote ecology course (n=31) generated 103 discussion-post comments. Based on the tone and word choice it’s clear that the discussion posted were used as a way to support and encourage each other, and to make social connections despite current social distancing.
Students used the comments to praise each other’s experimental design: “Creative! Being able to use what you already have is great!” “I loved that the area you chose to do your lab at was different from the typical grassy areas.” “I think it was very clever and resourceful of you to use pencils to stick into the ground to make sure the cords couldn’t move!” “I think that your design looks wonderful.” “Your design looks very creative and professional.” Students also used the comments to provide each other with emotional and uplifting encouragement: “That was such a good idea!” “I am impressed, and I am also impressed at your creativity. Nice!” “WOW! This is so cool and creative!” “Wow you definitely went and created a cool square!” “I like how creative you got with using sticks, so rustic!”
Based on the responses, it seems that the students were happy overall with the online experience: “I wasn’t even aware of quadrant sampling until this week. It was interesting to watch different YouTube videos and to see random people’s perspectives on their DIY Quadrant.” “I thought it was interesting since I looked closely for plants I would have just ignored.” “It’s amazing what we can think of if we are put in the position that we have to.”