BRINGING GRAND CANYON TO THE CAMPUS QUAD: ASSESSMENT OF STUDENT MOTIVATION AND STUDENT LEARNING IN THE GEOSCIENCES THROUGH VIRTUAL FIELD TRIPS FOR MOBILE SMART-DEVICES

2016 ◽  
Author(s):  
Natalie Bursztyn ◽  
◽  
Andrew Walker ◽  
Joel Pederson ◽  
Brett Shelton
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Grand Canyon ◽  
Field Trips ◽  
Smart Devices ◽  
Virtual Field Trips ◽  
Virtual Field

scholarly journals Using Flipped Classroom and Virtual Field Trips to Engage Students

2017 ◽  
Vol 27 (4) ◽  
pp. 458-460 ◽  
Author(s):  
Kent D. Kobayashi
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Production Systems ◽  
Field Trips ◽  
Smart Devices ◽  
Virtual Field Trips ◽  
Group Discussions ◽  
New Information ◽  
Virtual Field ◽  
Or Manager

Student engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices.

scholarly journals Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices

Geosphere ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 260-268 ◽  
Author(s):  
Natalie Bursztyn ◽  
Andy Walker ◽  
Brett Shelton ◽  
Joel Pederson
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Grand Canyon ◽  
Field Trips ◽  
Smart Devices ◽  
Assessment Of Student Learning

University professor approaches to case studies: virtual field trips

Prospects ◽  
2008 ◽  
Vol 38 (4) ◽  
pp. 527-539
Author(s):  
Luis Patron ◽  
Robert A. Ellis ◽  
Brendan F. D. Barrett
Keyword(s):  
Case Studies ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Virtual Field ◽  
University Professor

scholarly journals Multi-scale virtual field experience, Grand Ledge, Michigan, USA

2021 ◽  
Author(s):  
Madeline S. Marshall ◽  
Melinda C. Higley
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Field Experience ◽  
Field Experiences ◽  
3D Models ◽  
Field Trips ◽  
Stratigraphic Correlation ◽  
Thin Sections ◽  
Learning Platform ◽  
Virtual Field

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate Sedimentation and Stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level Sedimentation and Stratigraphy course via virtual field experience with an emphasis on local geology.

scholarly journals The Mid Atlantic Appalachian Orogen Traverse: a comparison of virtual and on-location field-based capstone experiences

Solid Earth ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 2803-2820
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle
Keyword(s):  
Students With Disabilities ◽  
Online Survey ◽  
Field Experiences ◽  
Google Earth ◽  
Field Trips ◽  
Virtual Field Trips ◽  
James Madison ◽  
Virtual Field ◽  
Appalachian Orogen ◽  
Potential Benefits

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

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