When low and high tech solutions converge: Adapting to teaching soils during the COVID?19 pandemic

COVID-19 restrictions required a transition of our Soil Science and Forest Soils courses to an online format. A pre-transition survey found that ?10% students enrolled in lacked high-speed internet capable streaming videos and/or computers compatible with the applications Learning Management System (LMS). To ensure limited or technology were not left behind, we adopted low-tech/bandwidth delivery (slides + transcript LMS-delivered assessments) all lectures recitation activities. Students could also complete either (lab slides transcripts) high-tech/bandwidth lab option (delivered via video). Upon completion, surveyed assess preferences perceptions which are vital understanding how approach impacted student motivation, engagement material, overall course satisfaction. Despite 90% having access internet, ?45% used low-tech solutions exclusively half time, even when high-tech options (such as video) available. Overall, felt lecture (?87%) (?76%) material was effective. (?74%) reported effectively supported their learning effective replacement for in-lab experience. preferred in-person (63 vs. 17%) 20% undecided. Noting flexibility organization course, 69% more than other despite, perhaps because of, lack delivery. Our experience demonstrates one adapting virtual environment considers inequities broadband access. being perceived by students, less instruction suggesting that, while effective, it viewed equivalent.