Researching the use of virtual field trips as a flexible multipurpose teaching resource

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dc.contributor.authorKennedy B
dc.contributor.authorWatson A
dc.contributor.authorEngel K
dc.contributor.authorJolley A
dc.contributor.authorStahl T
dc.contributor.authorNichols A
dc.contributor.authorDavidson, Jonathan
dc.contributor.authorBrogt, Erik
dc.date.accessioned2023-07-17T01:27:18Z
dc.date.available2023-07-17T01:27:18Z
dc.date.issued2023en
dc.date.updated2023-05-17T23:30:35Z
dc.description.abstractVirtual field trips (VFTs) are a means to give learners a genuine experience and feeling of what it would be like to participate in in-person fieldtrips but can also act as a teaching resource to meet other learning outcomes that are not necessarily related to fieldwork. These virtual experiences can provide greater accessibility for people that cannot participate in in-person field trips for reasons such as logistics, cost, or physical ability. Using internet browsers, we have been able to create online content that is interactive with mapping activities, communication exercises, animations, 360° videos, virtual rocks, detailed thin sections of rocks, and questions with automated feedback. These VFTs have been used as more than just a replica of an in-person field trip, they can be used in a variety of contexts. As an example, our research group has used them as: 1) flexible knowledge resources to replace lectures and supplement hands-on laboratory classes and tutorials; 2) fieldwork preparation resources that teach content and allow students to explore outcrops they will visit in person; and 3) a self-guided field trip when group field trips are impractical or impossible (e.g., student illness). We have found that VFTs allow educators to take students to places they would otherwise not be able to go, to familiarize students with field skills and content before going into the field to maximize learning on in-person field trips. Our research results from student interviews, focus groups and prepost measures of learning show that students enjoy and engage well with the digital content, although we are still far from an immersive in-person field experience. Looking to the future, we are continuing to develop new ways for students to genuinely explore and discover on a VFT, making use of mixed reality, which has the potential to provide students with an even more immersive experience. Such interactive VFTs can be suitable replacements for lecture content in a flipped classroom or as preparatory exercises for in-person fieldtrips, but they should only replace in-person fieldtrips after careful consideration.en
dc.identifier.citationDavidson J, Kennedy B, Watson A, Engel K, Jolley A, Stahl T, Nichols A, Brogt E (2023). Researching the use of virtual field trips as a flexible multipurpose teaching resource. Vienna, Austria: EGU General Assembly. 23/04/2023-28/04/2023.en
dc.identifier.doi10.5194/egusphere-egu23-1106
dc.identifier.urihttps://hdl.handle.net/10092/105687
dc.language.isoenen
dc.rights© Author(s) 2023. This work is distributed under the Creative Commons Attribution 4.0 License.en
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subject.anzsrcFields of Research::39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computingen
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and developmenten
dc.subject.anzsrcFields of Research::46 - Information and computing sciences::4607 - Graphics, augmented reality and games::460708 - Virtual and mixed realityen
dc.titleResearching the use of virtual field trips as a flexible multipurpose teaching resourceen
dc.typeConference Contributions - Otheren
uc.collegeService Unit
uc.departmentFuture Learning and Development
uc.departmentVice-Chancellors Office
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