Abstract
The novel coronavirus disease (COVID-19) has already changed the world in many respects, and its impact cuts across many fields of human endeavours. An area of temporary setbacks in geomorphological research posed by the pandemic is in the restriction placed on fieldwork exercise. Apart from bringing a lot of constraints to fieldwork, the need to meet the learning outcomes ensured that the already in-use technologies were easily adapted to simulate the necessary fieldwork in evaluating dynamics in geomorphological environment and the natural world. Despite the success, however, the fieldwork remains ‘signature pedagogy’ for geography, geomorphology and any other Earth Science disciplines. The dynamic nature of landforms, the serendipity of on-site field training and exercises, the ability to have a first-hand experience of field phenomenon, etc. are some of the expected rewards that could not be simulated remotely. Hence, when COVID-19 pandemic is over, the aspects of fieldwork should not be jettisoned for the simulated alternatives embraced in the pandemic. The two should work hand-in-hand for the diverse fields of geomorphological research.
Highlights
Fieldwork is widely regarded as essential in geomorphological and physical geography studies, whether for undergraduate or graduate studies (Kent et al, 1997; Dunphy and Spellman, 2009)
Acta Scientifica Malaysia (ASM) 5(1) (2021) 01-03 can take place via the first-hand experience, outside constraints of the four- walls classroom setting”, the restrictions imposed as a result of COVID19 pandemic put a challenge to what should be considered as “the field” and the “first-hand experience” the students of higher learning are expected to have in physical geography courses in general and geomorphology in particular (Longergan and Andresen 1988)
It is too early to evaluate the overall impacts of COVID-19 on fieldwork in geomorphology and other related sedimentary environments, but some preliminary observations and conclusion are possible
Summary
Fieldwork is widely regarded as essential in geomorphological and physical geography studies, whether for undergraduate or graduate studies (Kent et al, 1997; Dunphy and Spellman, 2009). It does provide a platform for teaching and learning to both students and academic staff, but it provides an opportunity for exploration of various methods and modes delivery, principally integrating the theoretical and practical concepts; gaining numerous transferable skills (Gold et al, 1991; Kent et al, 1997; Dunphy and Spellman 2009). As a result of the University of Guyana Management’s directives, every fieldwork component of physical geography and other related courses became suspended until further notice, thereby leaving both the students and staff to explore other options to address the fieldwork components of the courses’ curricula. This paper discusses how the COVID-19 has affected the planned and ongoing geomorphological fieldwork efforts in Guyana, summarily illustrates the exploratory ideas considered as a safe replacement for fieldwork during this ongoing pandemic, and highlights the challenges, issues and new initiatives faced
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