Excellence and reinvigoration of teaching: ERT insights from a New Zealand specialist land-based university

Abstract

Purpose: To evaluate what aspects of Emergency Remote Teaching (ERT) pedagogical practices used during the COVID-19 pandemic should be used to inform and improve in-person and online higher education programmes for the traditionally practical courses of agriculture, food and horticulture. Design/methodology/Approach: Following the Triangulation Design for Validating quantitative data mode, an online Likert scale and open-ended questions survey collected 126 responses from students in mid-2021. Categorised questions focused on technology, virtual classes, laboratories, field trips/tours, assessments, and methods to retain, modify or remove from use. Qualitative data was thematically analysed and quantitative data employed descriptive statistics. Findings: Results revealed that students would like some elements of ERT retained irrespective of future modes of teaching. Some virtual and online tools were very effective aids for learning practical components of courses, however, students’ well-being was affected by some university practices. Practical implications: As the use of online tools is the reality of today’s classroom, understanding what worked for students is critical for improving learning. Theoretical implication: Agricultural classes with practical components can be transitioned to online but need time, funding and online pedagogy to be successful. Originality/Value: What was learnt during ERT measures for Agriculture Education should be reviewed to prepare for future issues that may disrupt in-person education practices.