Guest article written by: Dr. Tricia S. Keiter
Associate Professor, School of Science, Technology, Engineering and Math at American Public University
Introductory online biology courses typically deliver content through readings, lecture notes, videos, discussion boards, lab simulations, quizzes, and exams. They cover the essential themes of biology—diversity of life, structure and function, organismal interactions, responses to the environment, evolution, and adaptation. Yet instructors continually seek methods to deepen student engagement, strengthen learning outcomes, and promote real-world application of those major themes. How can we make those concepts more tangible, memorable, and relevant for students studying online?
One effective approach blends traditional online instruction with individual, localized field experiences. At American Public University (APU), where I teach in an all-online environment, students complete a personal field-based project that anchors course content in direct observation. This model works well for both fully online classes and hybrid or face-to-face introductory biology sections because it encourages active exploration of local ecosystems while maintaining rigorous academic standards.
Students select any organism—plant, animal, or fungus—that is native to the area where they live and study its biology in its natural setting. Field sites can include public parks, nature reserves, bodies of water, woodlands, urban green spaces, or even a backyard. The goal is to observe a species in its habitat, document biological traits, and note interactions with other organisms and the environment.
To guide observations, students receive a clear checklist of behaviors, morphological traits, and ecological interactions to record. They are encouraged to take photographs and short videos during their visits to document what they see. Because not all biological attributes can be observed in a single field visit, the project explicitly combines these field observations with focused, text-based research so students can link direct evidence with established scientific knowledge.
The field observations and literature research together support two graded assignments designed to cover the full set of course learning objectives: a formal research paper and a multimedia presentation. Both assessments address the same species but emphasize different aspects of biology so that, when completed together, they provide a comprehensive understanding of the organism and related course concepts.
The formal research paper focuses on background information that may not be apparent during fieldwork. Students summarize the species’ taxonomy, life cycle, anatomy and physiological function, evolutionary history, and other relevant biological concepts. This written assignment reinforces key course topics that require library research and critical analysis, while also developing academic research and scientific writing skills essential for success in higher education and professional settings.
The multimedia presentation emphasizes ecology, habitat, behavior, and interactions—topics typically revealed through direct observation. Using their own photos or videos from fieldwork and, when appropriate, licensed or credited images, students create an engaging presentation that ties observations to ecological principles covered in class. This format not only reinforces learning objectives but also builds students’ technological literacy and communication skills as they produce visual, narrative, and oral elements to convey scientific information effectively.
Presentations are shared with classmates to promote peer learning and cross-regional comparison. Students discuss their findings, ask questions about one another’s organisms and methods, and reflect on differences in regional biodiversity. Because APU students live across all 50 U.S. states and more than 100 countries, the collection of projects highlights a remarkable range of local species and ecosystems, broadening everyone’s perspective on global biological diversity.
Feedback from students has been overwhelmingly positive. Many appreciate the flexibility to choose an organism that interests them instead of working from a prescribed list. Students often report renewed curiosity about organisms they previously considered ordinary, along with a deeper appreciation for how biological form and function relate to ecological roles. The project frequently results in a stronger overall appreciation for biology and increased motivation to continue studying life sciences.
Integrating field-based experiences into an online introductory biology course helps connect theory to the living world. Real-world investigation and intellectual discovery enrich student learning by making abstract concepts tangible and by encouraging students to synthesize classroom material with direct observation. Beyond reinforcing biological concepts, this approach cultivates transferable skills including research proficiency, clear scientific writing, technological competence, and effective communication. Most importantly, it gives students the opportunity to observe and document life firsthand—an experience that often sparks enduring interest in biology and conservation.
About the Author
Dr. Tricia S. Keiter is an associate professor in the School of Science, Technology, Engineering and Math at American Public University. She completed her B.S. in psychology at the University of Florida in 1994 and earned her doctorate degree in chiropractic from Life University in Marietta, Georgia, in 1999.