EXPLORING THE OPPORTUNITIES OF VIRTUAL FIELDWORK IN TEACHING GEOGRAPHY DURING COVID-19 PANDEMIC

Abstract

The main purpose of this qualitative study was to explore the opportunities of virtual fieldwork in teaching geography during covid-19 pandemic. Educational institutions embarked on e-learning as a result of longer stay in lockdown which restricted face-to-face teaching. However, geography as a subject largely dwell in fieldwork methodologies to impart environmental skills appreciation to learners. Thus, this research based on finding opportunities used to explore virtual fieldwork to promote environmental appreciation skills. The research was guided by three main objectives which sought to explore virtual fieldwork approaches being used by teachers during covid-19, identifying inquiry-based and experiential skills imparted by virtual fieldwork and determining teacher’s attitude towards virtual fieldwork in geography education. In answering these questions, the researcher used systematic sampling where 20 respondents were selected out of the population of 964 geography teachers. Interviews and questionnaires were the instruments used to gather data. The research established that geography teachers are using e-learning during this covid-19 pandemic. Videos, images and remote sensing tools are the major approaches used as method of integrating virtual fieldwork. The study finds that virtual fieldwork imparts research, analytical and generic skills in learners. Teachers’ attitudes were found to be positive because of their technological pedagogical content knowledge. Negative attitude was associated with lack of resources, in which the researcher recommends that teachers should be trained and provided with resources to support virtual fieldwork in schools.