Using an online format to teach graduate-level remote sensing basics

Abstract

A small-enrolment graduate-level remote sensing course moved online in 2010, to solve timetabling problems without sacrificing preparation of students for an advanced seminar course. We also wanted qualitative indication of any change in resource and time commitment. The course was presented 8 times, serving 100 students. Two courseware systems and two laboratory software packages were used; upgrading for organization and content was continuous. Student outcomes are equivalent to the traditional course. Advantages include asynchronicity and personal agenda control. The course framework also permits students to complete the course as an independent study without synchronizing with the primary course. A modified flipped laboratory has been tried. Costs are in technical and administrative support. Most online course support assumes large lecture sections. This course’s success tests possible future directions at the institutional level. Learning Objects for advanced topics serve a small group of instructors linked by common institution or professional contact. Their relevance and wider availability await effective governance and accessibility of learning object repositories (LORs). It is not yet clear if there is a need for LORs for advanced technical material or if specialized webinars will better fulfill this function in a discipline heavily interdependent with major software development.