scholarly journals 360°-Based Virtual Field Trips to Waterworks in Higher Education

Computers ◽  
2021 ◽  
Vol 10 (9) ◽  
pp. 118
Author(s):  
Mario Wolf ◽  
Florian Wehking ◽  
Michael Montag ◽  
Heinrich Söbke
Keyword(s):  
Field Trips ◽  
Learning Activities ◽  
Great Effort ◽  
Learning Tools ◽  
Measurement Instruments ◽  
Virtual Field Trips ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Study Programs ◽  
Virtual Field

360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities.

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 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.

scholarly journals Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
E. Norris ◽  
N. Shelton ◽  
S. Dunsmuir ◽  
O. Duke-Williams ◽  
E. Stamatakis
Keyword(s):  
Field Trips ◽  
Virtual Field Trips ◽  
Physically Active ◽  
Virtual Field

Virtual Field Trips for Long-Term Care Residents: A Feasibility Study

2014 ◽  
Vol 38 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Sara Shaunfield ◽  
Elaine Wittenberg-Lyles ◽  
Debra Parker Oliver ◽  
George Demiris
Keyword(s):  
Feasibility Study ◽  
Long Term Care ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Term Care ◽  
Virtual Field

The Story of Ice

2019 ◽  
pp. 1-16 ◽  
Author(s):  
Joseph A. Gutierrez ◽  
Natalie Bursztyn
Keyword(s):  
Climate Change ◽  
Modern Technology ◽  
Field Trip ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Geologic History ◽  
Traditional Lectures ◽  
Virtual Field ◽  
History Of ◽  
Actual Field

Increasing enrollment and costs in introductory geoscience classes are making the logistics of organizing on-location field trips challenging; but with modern technology, virtual field trips (VFTs) can provide a proxy. Students entering college today are digital natives with short attention spans, suggesting they would find a VFT appealing and easy to navigate. While not a replacement for an actual field trip, VTFs offer interactive alternatives to traditional lectures, and several have been successful in engaging and educating students. This proposed VFT utilizes the iconic geology of Yosemite National Park to teach the effects of climate change at geologic and anthropogenic timescales. The story is told along Yosemite's four roads and is designed for use as a roadside geology accompaniment in the park, or as a standalone interactive tool in the classroom. VFT stops narrate the geologic history of the area and use photos with illustrated overlays to further describe concepts.

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