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Due to the everchanging structure of high school education caused by the COVID-19 pandemic, rapid advancements were required to maintain the significant efficacy and effectiveness of academic learning. Educators relied on new online/virtual strategies and techniques to sustain the efficiency of an education. This study focused on evaluating an educator-created YouTube channel (Captain Coleslaw) at an all-boys boarding school in Southwestern Pennsylvania as a supplement to curriculum content in 10-12th grade environmental science/biology classes. This study used mixed methods to survey students in order to derive outcomes of engaging with hunter education content that ties classroom topics to hunting, fishing, and foraging experiences. Our results showed a positive association between the overall experience of the YouTube-styled learning and the student's personal confidence in learning how to hunt, fish, and forage, and that the demographics of the students emulated a difference within the students' wildlife orientation values. Findings also showed that the overall experiences of the Captain Coleslaw learning and interests in the topics learned were positively associated. The implication of this study is that the virtual/online learning methods used within this study (i.e., YouTube Vlogs) proved to be effective strategies in maintaining the integrity and experience of a high school education.
Due to the everchanging structure of high school education caused by the COVID-19 pandemic, rapid advancements were required to maintain the significant efficacy and effectiveness of academic learning. Educators relied on new online/virtual strategies and techniques to sustain the efficiency of an education. This study focused on evaluating an educator-created YouTube channel (Captain Coleslaw) at an all-boys boarding school in Southwestern Pennsylvania as a supplement to curriculum content in 10-12th grade environmental science/biology classes. This study used mixed methods to survey students in order to derive outcomes of engaging with hunter education content that ties classroom topics to hunting, fishing, and foraging experiences. Our results showed a positive association between the overall experience of the YouTube-styled learning and the student's personal confidence in learning how to hunt, fish, and forage, and that the demographics of the students emulated a difference within the students' wildlife orientation values. Findings also showed that the overall experiences of the Captain Coleslaw learning and interests in the topics learned were positively associated. The implication of this study is that the virtual/online learning methods used within this study (i.e., YouTube Vlogs) proved to be effective strategies in maintaining the integrity and experience of a high school education.
