ABSTRACT
In the context of the global Covid-19 crisis, a practical introductory Geosciences course was redesigned to aid student learning in a 100% virtual format. New materials were created to i) improve disciplinary language range and concept acquisition;ii) make classes more dynamic;iii) provide tools for self-regulated learning and assessment and iv) maintain student motivation. Usefulness of the new materials was evaluated using a voluntary online survey that was answered by 40% of the students. Additional information was obtained from the university's student evaluation survey. All tools were well-rated, but self-assessment quizzes and class presentations had the highest overall scores. Students commented on their usefulness in terms of knowledge acquisition and self-assessment. Perhaps not surprisingly, self-assessment quizzes were the one tool students felt kept them more motivated. These were closely followed by class presentations and short inclass quizzes. Students found the online access to all lesson materials very useful for self-paced learning. According to a majority of students, the in-class quizzes and student participation using the digital the whiteboard made classes more dynamic. Overall, the new strategies succeeded in improving students' learning and independence, but more work is needed to make classes more dynamic, and especially to improve student motivation. Intrinsic motivation is perhaps the most difficult to improve because in a 100% virtual course, it is difficult to promote student-student interactions and receive visual feedback from the class. In view of the survey results, we introduce bonus activities in order to improve extrinsic motivation.