Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece

Abstract. Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students' education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool through which one can virtually see any place on the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following the Geomorphology course of the Faculty of Geology and Geoenvironment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses not only in Greece but also in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative to and/or substitute for in situ field work and as a means of preparation for live field trips, by taking into consideration the students' views through an anonymous questionnaire. Our findings suggest that virtual field trips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.

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Virtual field trips as a tool for indirect geomorphological experience: A case study from the southeast part of the Gulf of Corinth, Greece

10.5194/gc-2021-8 ◽

2021 ◽

Author(s):

Niki Evelpidou ◽

Anna Karkani ◽

Giannis Saitis ◽

Evangelos Spyrou

Keyword(s):

Field Work ◽

Good Alternative ◽

Field Trip ◽

Field Trips ◽

Physical Contact ◽

Real Field ◽

Virtual Field Trips ◽

Additional Tool ◽

Gulf Of Corinth ◽

Virtual Field

Abstract. Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students’ education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool, through which one can virtually see any place in the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following Geomorphology course of the Faculty of Geology and Geo-environment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses, not only in Greece, but in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative and/or substitute of in situ field work and as a means of preparation for “live” field trips, by taking into consideration the students’ views, through an anonymous questionnaire. Our findings suggest that virtual fieldtrips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.

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Interactive virtual fieldtrip as a tool for remote education

10.5194/gc-2021-21 ◽

2021 ◽

Author(s):

Niki Evelpidou ◽

Anna Karkani ◽

Apostolia Komi ◽

Aikaterini Giannikopoulou ◽

Maria Tzouxanioti ◽

...

Keyword(s):

Aegean Sea ◽

Field Work ◽

Field Trip ◽

Field Trips ◽

Virtual Field Trips ◽

Advantages And Disadvantages ◽

Area Of Interest ◽

Virtual Field ◽

Actual Field ◽

A Site

Abstract. Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. However, the COVID-19 restrictions did not allow the prosecution of most planned field trips, and an alternative needed to be developed. The use of virtual field trips is one such alternative. Through them, one can not only visit any area of interest, but prepare themselves for any actual educational or exploratory field trip as well. Even though they do not, and should not, substitute any physical visit of a site of interest, they have many advantages when combined with a "live" field work, in comparison to a field trip for which no preparation has been made. Through this research, we compare the advantages and disadvantages of both virtual and real educational field trips based on the opinions of our students. We thus performed a virtual navigation on the island of Naxos, Cyclades (Aegean Sea, Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. The virtual fieldtrip was also presented to the third-year students of the Faculty of Geology & Geo-environment, National and Kapodistrian University of Athens, in the framework of the obligatory course of Geomorphology. Upon completion, all participating students were asked to fill in a questionnaire in order to evaluate the contribution of virtual field trips to their education regarding geomorphology and state their opinion as to whether they can supplement and/or substitute actual field trips. Most of them stated that virtual field trips can aid, but not substitute the actual field work. Most students mentioned that they would attend another virtual field trip in the future, both as an alternative to classroom lessons and as a means of preparation for an actual field trip, but not in order not to attend the actual one.

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The Story of Ice

Cases on Smart Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6136-1.ch001 ◽

2019 ◽

pp. 1-16 ◽

Cited By ~ 3

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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WHAT IS THE TENDENCY IN BIOLOGY VIRTUAL FIELD TRIPS? THE CASE OF MARIBOR ISLAND TRAIL

Problems of Education in the 21st Century ◽

10.33225/pec/12.50.80 ◽

2012 ◽

Vol 50 (1) ◽

pp. 80-89

Author(s):

Miro Puhek ◽

Matej Perše ◽

Andrej Šorgo

Keyword(s):

Virtual Worlds ◽

School Environment ◽

Biology Education ◽

Field Work ◽

Field Trips ◽

Virtual Field Trips ◽

The Real ◽

Additional Information ◽

Eighth Grade Students ◽

Virtual Field

There is no doubt any more that virtual worlds are suitable for school environment. It was shown by various researchers that they can contribute in supplying students with additional information, help them to visualise subjects, respond with answer on demand or even in some cases supplement the real materials. Based on the real experience, the virtual field trail Walk on Maribor Island was developed for biology and natural science classes in lower secondary school. The trail is presented through eight exercises that differentiate not only in theme, but also in difficultness, fun, background idea etc. In spring 2011, 133 eighth grade students worked on the virtual field trail during the biology class. After the work on exercises, students were asked to analyse the exercises regarding the level of difficultness, level of interest and level of proficiency. The main aim of the study was to present the tendency in biology virtual field trips that should be taken into consideration before the development of new exercises. Key words: biology, education, field work, virtual field trips.

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Learning outcomes, learning support and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

10.5194/gc-2021-36 ◽

2021 ◽

Author(s):

Clare E. Bond ◽

Jessica H. Pugsley ◽

Lauren Kedar ◽

Sarah R. Ledingham ◽

Marianna Z. Skupinska ◽

...

Keyword(s):

Learning Outcomes ◽

Online Teaching ◽

Field Trip ◽

Field Trips ◽

Learning Support ◽

Virtual Field Trips ◽

Positive Elements ◽

Virtual Field ◽

Negative Perceptions ◽

Virtual Field Trip

Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.

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Creating virtual geologic mapping exercises in a changing world

Geosphere ◽

10.1130/ges02308.1 ◽

2020 ◽

Author(s):

S.J. Whitmeyer ◽

M. Dordevic

Keyword(s):

Cognitive Abilities ◽

Field Experiences ◽

Field Trip ◽

Google Earth ◽

Field Trips ◽

Geologic Mapping ◽

Virtual Field Trips ◽

Web Based ◽

Academic Degree ◽

Virtual Field

Fieldwork has long been considered an essential component of geoscience research and education, with student field experiences consistently valued for their effectiveness in developing expertise in geoscience skills and cognitive abilities. However, some geoscience disciplines recently have exhibited a decreasing focus on data collection in the field. Additionally, some students have been disinclined to pursue a geoscience career if physical fieldwork is perceived as necessary for the completion of their academic degree. More recently, travel restrictions due to the COVID-19 pandemic have restricted access to field locations for many students and geoscience researchers. As a result, geoscience educators are developing virtual field trips and exercises that address many of the learning objectives of traditional in-person field experiences. These virtual field trips and exercises use a variety of online and computer platforms, including web-based and desktop versions of Google Earth (GE). In this contribution, we highlight how educators can create virtual geoscience field trips and exercises using web GE, desktop GE, and a web-based tool for generating oriented geologic symbology for GE. Examples of methods and approaches for creating virtual field experiences in GE are provided for a virtual field trip that uses a web GE presentation to replicate a typical class field trip, and for a geologic mapping exercise that uses a KML file uploaded into web or desktop GE. Important differences between web and desktop GE are discussed, with consideration for which platform might be most effective for specific educational objectives. Challenges and opportunities related to virtual field trips are discussed in comparison with traditional in-person, on-location field trips. It is suggested that in a post–COVID-19 world, a combination of in-person and virtual hybrid field experiences might prove the most effective approach for producing a more inclusive and equitable learning environment, and thus strengthening the geoscience workforce.

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