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 The Mid Atlantic Appalachian Orogen Traverse: A Comparison of Virtual and On-Location Field-Based Capstone Experiences

2021 ◽  
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, along with 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 were not possible or effective with 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 Creating virtual geologic mapping exercises in a changing world

Geosphere ◽  
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.

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 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
Sign in / Sign up

Export Citation Format

Share Document