Capacity of ICT’s to virtualize field work: Theory and practice from geography

Authors

  • Julián García-Comendador Universitat de les Illes Balears
  • Josep Fortesa Universitat de les Illes Balears
  • Maurici Ruíz Pérez Universitat de les Illes Balears
  • Joan Estrany Universitat de les Illes Balears
  • Bartomeu Sastre Canals Universitat de les Illes Balears
  • Joana Maria Petrus Bey Universitat de les Illes Balears

DOI:

https://doi.org/10.37467/revhuman.v11.4173

Keywords:

Field work, Geotechnology, Virtualization, Field trip, Innovation, Inclusion, Geography

Abstract

Geographical didactics in higher education incorporates field work as a first order instrument. Field trips constitute the basis of geographical research since they provide knowledge about the configurative elements and processes of the geographical space. Geotechnologies can virtually recreate scenarios analogous to traditional field trips. The qualifications of two groups of students were compared without finding significant differences between those who made virtual and traditional field trips. The virtualization of field trips is a useful and inclusive element beyond the pandemic context.

References

Aguilera, D. (2018). Field trip as a didactic resource to teach sciences. A systematic review. Revista Eureka, 15(3), 3103. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3103

Asún, R., Palma, I., Aceituno, R., & Duarte, F. (2021). El impacto emocional de la pandemia en los jóvenes: Sociabilidad, conflictos, y política. Revista de Sociología, 36(1), 6. https://doi.org/10.5354/0719-529x.2021.64423

Barberá, E., & Badia, A. (2004). Educar con aulas virtuales: Vol. CXLVII Apr. Antonio Machado Libros S.A.

Brown, A., & Green, T. (2016). Virtual Reality: Low-Cost Tools and Resources for the Classroom. TechTrends, 60(5), 517–519. https://doi.org/10.1007/s11528-016-0102-z

Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Https://Doi.Org/10.1080/03098265.2020.1807478, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478

Chiarella, D., & Vurro, G. (2020). Fieldwork and disability: An overview for an inclusive experience. Geological Magazine, 157(11), 1933–1938. https://doi.org/10.1017/S0016756820000928

Cliffe, A. D. (2017). A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment. In International Journal of Educational Technology in Higher Education (Vol. 14, Issue 1). https://doi.org/10.1186/s41239-017-0066-x

Díez-Gutiérrez, E.-J. (2021). Gobernanza híbrida digital y Capitalismo EdTech: la crisis del COVID-19 como amenaza. Foro de Educación, 19(1), 105–133. https://doi.org/10.14516/fde.860

Dykes, J., Moore, K., & Wood, J. (1999). Virtual environments for student fieldwork using networked components. International Journal of Geographical Information Science, 13(4), 397–416. https://doi.org/10.1080/136588199241274

Firomumwe, T. (2021). Exploring the opportunities of virtual fieldwork in teaching geography during covid-19 pandemic. Lnternational Journal of Geography and Geography Education, 45(45), 76–87. https://doi.org/10.32003/igge.973983

Fletcher, S., France, D., Moore, K., & Robinson, G. (2007). Practitioner perspectives on the use of technology in fieldwork teaching. Journal of Geography in Higher Education, 31(2), 319–330. https://doi.org/10.1080/03098260601063719

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Fuller, I. C. (2012). Taking students outdoors to learn in high places. Area, 44(1), 7–13. https://doi.org/10.1111/j.1475-4762.2010.00990.x

Gómez Trigueros, I. M., & Moreno Vera, J. R. (2018). Nuevas didácticas geográficas: el modelo TPACK, los MOOCs y Google EarthTM en el aula. EDMETIC, 7(2), 146–165. https://doi.org/10.21071/edmetic.v7i2.9547

Google Arts & Culture. (2021). The Hidden Worlds of the National Parks. Google. https://artsandculture.withgoogle.com/en-us/national-parks-service/parks

Hall, T., Healey, M., & Harrison, M. (2004). Fieldwork and disabled students: Discourses of exclusion and inclusion. Journal of Geography in Higher Education, 28(2), 255–280. https://doi.org/10.1080/0309826042000242495

Jacobson, A. R., Militello, R., & Baveye, P. C. (2009). Development of computer-assisted virtual field trips to support multidisciplinary learning. Computers and Education, 52(3), 571–580. https://doi.org/10.1016/j.compedu.2008.11.007

Janicki, T., & Liegle, J. O. (2001). Development and evaluation of a framework for creating web-based learning modules: A pedagogical and systems perspective. In Journal of Asynchronous Learning Network (Vol. 5, Issue 1). https://doi.org/10.24059/olj.v5i1.1887

Kent, M., Gilbertson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. In Journal of Geography in Higher Education (Vol. 21, Issue 3, pp. 313–332). https://doi.org/10.1080/03098269708725439

Kingston, D. G., Eastwood, W. J., Jones, P. I., Johnson, R., Marshall, S., & Hannah, D. M. (2012). Experiences of using mobile technologies and virtual field tours in Physical Geography: Implications for hydrology education. Hydrology and Earth System Sciences, 16(5), 1281–1286. https://doi.org/10.5194/hess-16-1281-2012

Krakowka, A. R. (2012). Field Trips as Valuable Learning Experiences in Geography Courses. Journal of Geography, 111(6), 236–244. https://doi.org/10.1080/00221341.2012.707674

Makransky, G., & Mayer, R. E. (2022). Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning. Educational Psychology Review, 1–28. https://doi.org/10.1007/s10648-022-09675-4

Mercer, T. G., Kythreotis, A. P., Harwood, J., Robinson, Z. P., George, S. M., Sands, D., Brown, J. M., & Sims, T. (2022). The benefits of virtual fieldtrips for future-proofing geography teaching and learning. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2022.2041569

Michael, J. (2006). Where’s the evidence that active learning works? American Journal of Physiology - Advances in Physiology Education, 30(4), 159–167. https://doi.org/10.1152/advan.00053.2006

Minh, V. T., Katushin, N., Moezzi, R., Dhoska, K., & Pumwa, J. (2021). Smart Glove for Augmented and Virtual Reality. International Journal of Innovative Technology and Interdisciplinary Sciences, 4(2), 663–671. https://doi.org/10.15157/IJITIS.2021.4.2.663-671

Minocha, S., Tilling, S., & Tudor, A.-D. (2018). Role of Virtual Reality in Geography and Science Fieldwork Education. In Knowledge Exchange Seminar Series, Learning from New Technology, 25 Apr 2018, Belfast. http://oro.open.ac.uk/55876/

Monteiro, D., Liang, H. N., Wang, X., Xu, W., & Tu, H. (2021). Design and Development of a Low-cost Device for Weight and Center of Gravity Simulation in Virtual Reality. ICMI 2021 - Proceedings of the 2021 International Conference on Multimodal Interaction, 453–460. https://doi.org/10.1145/3462244.3479907

Moreira, M. A. (2008). Una breve historia de las políticas de incorporación de las tecnologías digitales al sistema escolar en España. Quaderns Digitals: Revista de Nuevas Tecnologías y Sociedad, 51(ISSN 1575-9393), 1–12. https://dialnet.unirioja.es/servlet/articulo?codigo=2566567

Moya-Palomares, M. E., Centeno, J. de D., & Acaso, E. (2005). Itinerario virtual por el Macizo de Peñalara, un método complenentario a las salidas de campo. Enseñanza de Las Ciencias de La Tierra, 13(3), 329–333. https://raco.cat/index.php/ECT/article/view/89066

Palomero, J. E. (2003). Breve historia de la formación psicopedagógica del profesorado universitario en España. Revista Interuniversitaria de Formación Del Profesorado, 17(47), 21–41. https://dialnet.unirioja.es/servlet/articulo?codigo=818892

Patterson, T. C. (2007). Google earth as a (not just) geography education tool. Journal of Geography, 106(4), 145–152. https://doi.org/10.1080/00221340701678032

Poussu-Olli, H. S. (1999). To be a Disabled University Student in Finland. Disability and Society, 14(1), 103–113. https://doi.org/10.1080/09687599926406

Roelofsen, M., & Carter-White, | Richard. (2022). Virtual reality as a spatial prompt in geography learning and teaching. Geographical Research. https://doi.org/10.1111/1745-5871.12551

Royal Geographical Society. (n.d.). Royal Geographical Society - Geography resources for teachers. Retrieved July 11, 2022, from https://www.rgs.org/research/higher-education-resources/virtual-field/

Schaaf, R., Skellern, A., Haslett, S. K., & Norcliffe, D. (2012). Google Earth and sustainable development education: examples from human and physical geography. Planet, 26(1), 8–14. https://doi.org/10.11120/plan.2012.00260008

Stokes, A., Feig, A. D., Atchison, C. L., & Gilley, B. (2019). Making geoscience fieldwork inclusive and accessible for students with disabilities. Geosphere, 15(6), 1809–1825. https://doi.org/10.1130/GES02006.1

Thorndycraft, V. R., Thompson, D., & Tomlinson, E. (2009). Google Earth, virtual fieldwork and quantitative methods in Physical Geography. Planet, 22(1), 48–51. https://doi.org/10.11120/plan.2009.00220048

Walker, S. E. (2003). Active Learning Strategies to Promote Critical Thinking. Journal of Athletic Training, 38(3), 263–267. /pmc/articles/PMC233182/

Xie, B., Liu, H., Alghofaili, R., Zhang, Y., Jiang, Y., Lobo, F. D., Li, C., Li, W., Huang, H., Akdere, M., Mousas, C., & Yu, L.-F. (2021). A Review on Virtual Reality Skill Training Applications. Frontiers in Virtual Reality, 0, 49. https://doi.org/10.3389/FRVIR.2021.645153

Downloads

Published

2022-12-20

How to Cite

García-Comendador, J. ., Fortesa, J. ., Ruíz Pérez, M., Estrany, J. ., Sastre Canals, B. ., & Petrus Bey, J. M. (2022). Capacity of ICT’s to virtualize field work: Theory and practice from geography. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 14(6), 1–13. https://doi.org/10.37467/revhuman.v11.4173

Issue

Vol. 14 No. 6 (2022): Monograph: "Proposals for a New Way of Teaching"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org