| Abstract |
As the use of online education increases, technologies to improve the quality of learning have been improving alongside it. One method of information dissemination is virtual learning environments (VLE), in which educators can tailor digital lessons according to their subject and the needs of their students. For soil science, and field‐based sciences in general, this technology holds great potential in addressing issues of accessibility. Field labs can be challenging due to monetary, time, and physical constraints; however, the use of VLE can allow for students to indefinitely access field settings in a safe and repeatable way with no additional cost. We have built the framework for and created an immersive soil science–based VLE in the Laramie Range Mountains, examining terrain and soils along six sites on a catena. When this VLE was used in a class of 26 upper level morphology and classification students as a supplemental field trip, scores before and after use were comparable; however, students reported an increase in engagement and interest in the VLE itself, as well a general increase in understanding of relationships between landscape processes and soil formation. Using this technology structure in distance learning enhances our ability to deliver high‐quality, immersive, accessible content as natural science education progresses. |
, Karen Vaughan 
