Incorporating science communication and bicultural knowledge in teaching a blended volcanology course

Abstract. A variety of skills can be taught alongside course content. In the University of Canterbury third-year course on magmatic systems and volcanology, we chose to focus on teaching bicultural competence and science communication, while transforming the course to a more skill-based, flexible, flipped-classroom model. We document the development process and measure student perceptions associated with these skills. We used two edX massive open online courses (MOOCs) on volcanology as skill-focused learning resources to replace lectures and supplement hands-on laboratory and tutorial sessions to teach volcanology. We compare the skill-focused courses with baseline data from 2021, gathered during an initial iteration of the course that included interactive volcanology lectures and an online Iceland virtual field trip component. The new course was developed using the original 2021 Iceland virtual field trip to create the two virtual-field-trip-based MOOCs with new bicultural and science communication components. To achieve this, we used cultural advisors from connections through Aotearoa / New Zealand research programmes and kaiārahi (Māori learning advisors) from the University of Canterbury. In the course, these experts ensured appropriate cultural guidance at specific volcanic sites and appropriate assessments. Mātauranga (Māori knowledge) of volcanoes is included and taught by video of kōrero (oral knowledge) from members of mana whenua (tribes local to the volcanoes) in the areas that are visited in the course. In this paper, we describe the development of a flipped-classroom MOOC featuring bicultural competence and science communication skills, and we report students' reflections on learning with a focus on these featured points. We analyse student reflections and comments from the two iterations of the online content by specifically coding for comments regarding skills learnt. Student responses to the reflective question “What did you learn in this course and why is it important to you and/or your potential career?” show a marked shift between the years. In the new 2022 course, students' reflections were more likely to highlight a skill, rather than content, and there was a large increase in the number of students who reported science communication or bicultural competence as a potential skill that would be useful to them. Student quotes from throughout the course and in response to the reflective question “Has this course influenced your bicultural competence?” are used to explore how and why these skills were valued by the students. These courses provide a freely available and potentially flexible model to teach bicultural and science communication skills alongside volcanology.