Learning by doing: enhancing hydrology lectures with individual fieldwork projects

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Learning by doing : enhancing hydrology lectures with individual fieldwork projects. / Van Loon, Anne.

In: Journal of Geography in Higher Education, Vol. 43, No. 2, 26.04.2019, p. 155-180.

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@article{a4e2f8962e234bcdb5b1863fff5765b2,
title = "Learning by doing: enhancing hydrology lectures with individual fieldwork projects",
abstract = "Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students{\textquoteright} perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other{\textquoteright}s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.",
keywords = "active learning, hydrology, Physical geography, student-centred teaching",
author = "{Van Loon}, Anne",
year = "2019",
month = apr,
day = "26",
doi = "10.1080/03098265.2019.1599330",
language = "English",
volume = "43",
pages = "155--180",
journal = "Journal of Geography in Higher Education",
issn = "0309-8265",
publisher = "Taylor & Francis",
number = "2",

}

RIS

TY - JOUR

T1 - Learning by doing

T2 - enhancing hydrology lectures with individual fieldwork projects

AU - Van Loon, Anne

PY - 2019/4/26

Y1 - 2019/4/26

N2 - Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.

AB - Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.

KW - active learning

KW - hydrology

KW - Physical geography

KW - student-centred teaching

UR - http://www.scopus.com/inward/record.url?scp=85065133332&partnerID=8YFLogxK

U2 - 10.1080/03098265.2019.1599330

DO - 10.1080/03098265.2019.1599330

M3 - Article

AN - SCOPUS:85065133332

VL - 43

SP - 155

EP - 180

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 2

ER -