Rosin, VWestbrooke, VictoriaLucock, XiaomengBailey, AlisonCochrane, TNarayan, VBrown, CMacCallum, KBone, EDeneen, CVanderburg, RHurren, B2023-12-182023-11-282023-11-28https://hdl.handle.net/10182/16711Student and lecturer insights gained on the pedagogical practices used during Emergency Remote Teaching (ERT) for laboratory, field trip and tour practices, should be used to inform and improve in-person and online higher education programs for the traditionally practical-based courses of agriculture, horticulture and food. Qualitative lecturer focus group data was thematically analyzed and used to develop the online student survey. Quantitative and qualitative data were collected in mid-2021 from the online survey of students. Survey qualitative data was thematically analysed and used to validate and expand on the quantitative data descriptive statistics. Findings revealed that agricultural classes with practical components can be transitioned to deliver some material online to provide additional benefits that enhance the practical components, adds to existing material, and provides benefits in the understanding of that material for students. To transition these components well requires time, funding and online pedagogy professional development to be successful.pp.520-524, 5 pagesERTonline practical learningpedagogical practicesConference Contribution - published10.14742/apubs.2023.5612653-665XANZSRC::390102 Curriculum and pedagogy theory and developmentANZSRC::390303 Higher educationANZSRC::390408 Learning analyticsANZSRC::390402 Education assessment and evaluationhttps://creativecommons.org/licenses/by/4.0/Attribution