Field skills through a screen: Reflections on plant identification teaching during the COVID-19 pandemic

Abstract

Plant identification and ecology are often lacking in the curricula of life sciences programmes.
However, for our University of Leeds MSc Biodiversity and Conservation students, it is a vital skill
that industry holds in high regard due to the dearth of basic identification skills among many
graduates. The COVID-19 pandemic made the possibility of running this module in person
impossible. As such, I, as a graduate teaching assistant (GTA) developed an innovative and immersive
online module that met the module's fieldwork requirements and learning objectives. By using
online learning tools and activities such as interactive image boards, group workshops, and selfdirected
fieldwork, I led, designed, and delivered an online program of plant identification teaching.
Students were able to discuss and explore findings via several channels and seek guidance in tailored
small-group sessions with myself and a colleague as dedicated GTA tutors. I interviewed six students
who previously undertook the online plant identification module during the COVID-19 pandemic.
Using a series of Likert scale questions and deductive thematic analysis, I reflect on the challenges
and opportunities presented by the COVID-19 pandemic. Through the novel utilisation of online
learning tools, this course can now better support our students in self-directed and peer-to-peer
learning in botanical fieldwork and identification both online and in person. For the teaching of plant
ecology, fieldwork will continue to be a staple in our educational toolbox. Results from interviews
demonstrated students improved their awareness of plants and have retained and continued to
develop plant knowledge. Novel tools such as distance learning technologies developed during the
pandemic offer opportunities to enhance our learners' experience. Specifically, materials produced
for online courses can be integrated into blended teaching approaches.