Field-based Learning Research Articles

Geoeducation strategies in the Amazon, Napo Sumaco Aspiring UNESCO Global Geopark

The UNESCO Global Geoparks are grounded in three core principles: education, geoconservation, and geotourism. Since 2015, the Napo Sumaco Aspiring UNESCO Global Geopark (NSAUGG) in the Ecuadorian Amazon has concentrated its efforts on enhancing local capabilities through Earth Sciences education, underscoring the safeguarding of natural and cultural heritage and environmental stewardship. A comprehensive educational dissemination model was implemented, incorporating both indoor and outdoor activities, geoscience education training, geodiversity knowledge enhancement, and the creation of content and workshops that integrate classroom and field-based learning and evaluation. The concepts of geodiversity and geoparks were disseminated to adults and youth, primarily members of the native peoples' communities, particularly those employed at the community tourism centers and the geopark guides designated as “Yuyaiwa Pushak Runakuna.” A total of 60 individuals from the NSAUGG populations between Tena and Archidona cantons participated in the educational activities, which involved 19 geoeducators. These initiatives facilitated an appreciation of the geopark's diverse heritages, including its geological, biological, and cultural assets. The geoeducation efforts fostered geotourism, with the Yuyaiwa Pushak Runakuna acquiring greater value through their assimilation of geological and speleological knowledge. This is evident in their use of geological vocabulary and understanding of geological processes and materials in guiding activities for both national and foreign tourists. The most significant achievement is the establishment of “Geoeducation for Sustainability” actions, which promotes collective life through knowledge dialogues based on Minka (voluntary community work) and Turkana (reciprocity and barter). These actions encouraged a deeper connection to the geopark's heritage and strengthened community cohesion.

Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens

Field-based learning has been central to ecology education in supporting scientific inquiry and connecting learners with nature. However, pandemic-era campus closures have renewed debates regarding the role of virtual and immersive experiences. This Interactional Ethnography (IE) of a university-secondary school initiative in Hong Kong employs a sociomaterial lens to trace field-based learning interactions within and across physical and virtual spaces. Metaphors from social topology guided analysis of an ethnographic archive of classroom and field-based video records, learning artifacts, and interviews. Our analysis surfaces how and in what ways organisms act as agents in providing an essential anchor and recurring motif within and across interactions, contexts and settings in the enacted field-based design. While their ‘absence’ in the classroom and virtual environment constructs a sense of authenticity through the flickering metaphor of fire space, the material and semiotic resources in the field enable fluidity, opening possibilities for multiple, often serendipitous forms of relations, presences and dialogues that support diverse forms of knowledge and learning. By positioning field-based learning as varying sociomaterial assemblages centering on natural materials, we reconsider physical-virtual binaries and propose their designs as entangled human and non-human spatial relations that recognize and elevate the agency of natural materials.

Internships in Clinical Data Science: A Brief Report

Field-based learning opportunities are considered to be an important and increasingly relevant part of professional learning in the biomedical sciences. The purpose of this study was to document internship opportunities in the combined fields of clinical data management and clinical data science among those attending the Society for Clinical Data Management 2022 annual conference. At the time of the survey there were 276 internship positions staffed across 47 organizations representing pharmaceutical, academic, clinical research, software development, and medical device companies, suggesting ample opportunities for those who wished to gain experience in such organizations. The greatest percentage of internships reported were in the United States, but with a wide range of opportunities worldwide.

Unlocking Global Success: The Role of Cultural Intelligence and International Experience in Enhancing Expatriates’ Adjustment and Well-Being

In today's increasingly interconnected world, the psychological well-being of expatriates remains a critical concern for organizations. This research analyzes the impact of informal field-based learning (IFBL) and expatriate leadership behaviors on increasing expatriate adjustment and well-being. Grounded in established theoretical models and extensive literature on cultural intelligence (CQ) and international experience, this study investigates the effect of CQ and international experience on expatriate performance; it employs a cross-sectional research method to administer questionnaires to the participants – Chinese expatriates working with Sinosteel Construction & Development Co. Ltda in Bolivia. Data was analyzed using SPSS and Hayes Process macro. Results show that IFBL has a large and highly significant positive impact on expatriate adjustment and psychological well-being. Furthermore, expatriate adjustment partially moderates the IFBL and well-being link, such that the relationship is stronger for those with higher IFBL scores. The study also looks at moderation effects, discovering that expatriate international experience (EIE) boosts the relationship between IFBL and adjustment. Thus, it has been determined that CQ does not exert a significant moderating effect on this relationship. Therefore, it provides useful suggestions to those multinational firms that want to improve their expatriate practices and policies. The current study proposes that organizations can enhance expatriate adjustment and organizational effectiveness by drawing attention to the role of informal learning and accenting the value of CQ, which can enhance the performance and well-being of expatriates.

Exploring the Impact of Field-Based Learning on Report Writing Skills in Management Classes: A Comprehensive Analysis

This study investigates the efficacy of field studies as a pedagogical tool to enhance report writing skills in management students, who often encounter challenges such as idea generation, sentence construction, thought organization, and low motivation during the writing process. The research primarily aims to analyze the implementation and effectiveness of field studies in teaching report writing, proposing solutions to bolster writing skills and motivation among management students. A qualitative descriptive methodology was employed, involving 25 second-semester management students and an English Language lecturer as participants. The sample was selected through purposive sampling. Data collection comprised observations and interviews, analyzed using Miles and Huberman's qualitative analysis framework, which includes data reduction, data presentation, and a process for drawing conclusions and verification. The findings reveal that field studies in report writing, as implemented at Widyagama Lumajang, utilize a structured approach comprising pre-teaching, teaching, and post-teaching stages. Notable benefits include fostering idea development from real-world experiences, enhancing research and academic writing skills, and boosting critical thinking and student motivation. This approach provides a dynamic learning environment that is both relevant and engaging. Consequently, this research contributes to a deeper understanding of the application and advantages of field studies in teaching report writing in Management. It offers insights into effective strategies to address the common challenges faced by students in developing their writing skills.

Informal Field-Based Learning in Librarianship: A Case Study Applying the CAM-OS Framework to Library Guide Construction

Activities such as library guide creation and maintenance can take a large amount of our time without supplying evidence that the time spent is effective or worthwhile. Usage statistics and feedback are one avenue for gauging the impact of a guide, but we overlook another benefit if we focus solely on the user. By applying Tannenbaum and Wolfson’s (2022) CAM-OS framework, we can bring greater intention to tasks that foster informal learning opportunities and harness them to advance librarians’ competencies. A case study of overhauling a library guide on copyright is used to demonstrate and apply the framework.

From the mental to the conceptual model: the challenge of teaching hydrogeology in the field.

Field-based learning in hydrogeology enables students to develop their understanding and application of practical methodologies, and to enhance many of the generic skills (e.g., teamwork, problem-solving). However, teaching and learning hydrogeology in general, and especially in the field, presents cognitive difficulties, such as the diversity in student education and experience, the hidden nature of water movement and transport of chemicals, and the pre-existing students' mental models of the subsurface, in particular. At any given experimental or teaching site there is only one reality for which lecturers can have an approximate conceptual model, including aquifer(s) geometry and functioning (e.g., flow direction). However, students' preconceptions (i.e., mental model), in some cases misconceptions, influence not only their outcome from the learning strategy designed, but also the conceptual model expression (i.e., flow chart, block diagram, or similar) for the study area or site. In practice, two general 'teaching challenges' are identified to enable students' transition from the mental to the conceptual model: i) identify and dispel any prior misconceptions and ii) show how to go from the partial information to the integration of new information for the development of the conceptual model. The inclusion of specific prior-to-field lessons in the classroom is recommended and in general, done. However, introducing a prior-to-field survey to learn about students' backgrounds, and methodologies for the development and expression of hydrogeological conceptual models and for testing multiple plausible conceptual models will help students transition from the mental to the conceptual model. This article is protected by copyright. All rights reserved.

A systematic review of volcanology learning and teaching in higher education

We present a systematic map of the volcanology higher education literature (1983–2020) consisting of 47 peer-reviewed full texts. The literature describes curricula in varied formats and settings, namely: simulated, in-person, and field-based learning. The phenomena that students are learning about commonly include volcanic processes and landforms, applicable to learning within various geoscience subdisciplines. Frequently published research includes volcano misconceptions and simulated eruptions. However, most texts focus on practitioner wisdom and lack research information, empirical evidence, and/or a research-oriented methodology. A lack of research orientation is a documented phenomenon within the broader field of geoscience education, which is young compared to other discipline-based education research fields. Based on our findings, we recommend future research in conceptual learning of volcanology, instructional strategies, volcanology and society interactions, volcanology education equity and inclusion, volcanology cognition, quantitative learning, affective learning, and institutional change in volcanology.

Implementation of the Policy for Implementing Online Learning in the Era of the Covid-19 Pandemic at Army Officer Candidate Schools

The Indonesian government has implemented various regulations to suppress the Covid-19 case. The majority of these policies limit mass activities, such as education. Thus, online education policies were initiated via various platforms with the need for access via the internet. However, military education institutions such as Secapa AD require face-to-face interactions and field-based learning to obtain appropriate learning outcomes. Therefore, a special policy was created for Diktukpassus T.A. 2021 which briefly has a quarantine period at the beginning of education. This period was filled with online learning. Various challenges, both external and internal, must arise. This research will reveal the opinions of students and teachers regarding the implementation of online learning using the interview and FGD methods. In the end, the respondents' sentiments led to the choice of studying offline rather than online. However, respondents also felt that online learning had a positive side and room for growth.

Bilabial Articulation Pronunciation “B” (L1) and Syafatain Letters “Ba” (L2): Analysis of the pronunciation of the letter Ba in Surah Al-Fatihah

This study aims to elaborate on the findings of the utterances of the bilabial letters B and Syafatain huruf Ba spoken by Indonesians as non-Arabic speakers in the context of differences in pronunciation between Arabic and Indonesian letters. The method used in this research is a qualitative approach using participant speakers. Three Indonesian participants recited Surah Al-Fatihah in the mosque environment. Data collection techniques are listening techniques using audio, observation, and interviews. Data analysis used is data reduction with raw data in the form of audio recordings and using a Praat Analysis Computer. This study obtained data on the characteristics and factors that influence the speech articulation of letters B and Ba spoken by Indonesians as non-Arabic speakers. Furthermore, this research has practical implications for the treasures of Arabic-Indonesian phonetic knowledge, also empirically as material for field-based learning studies.

Developing a capacity building training model for public health managers of low and middle income countries.

The challenges faced by the low and middle-income countries (LMIC) in the field of public health management calls for the capacity building of qualified and trained public health managers in order to improve the effectiveness and efficiency of the health care delivery system. Most of the existing training programs for public health management are based in the settings of developed countries, which hinders their application in LMIC countries. The objective of this paper is to document the process of development and evaluation of a capacity building program for public health managers of various LMICs. A training program was developed using Kern's six-step framework with several innovative learning and assessment methodologies and evaluation using Kirkpatrick training evaluation model. Delphi technique was used for program development. This five to ten-day partly/fully funded six International Public Health Management Development Programs (IPHMDP) programs was conceptualized which enrolled 178 participants from 42 countries between years 2016 and 2019. Based upon the elaborative discussion in four rounds of Delphi technique, the problem and challenges faced by public health mangers and eight key competencies (viz. Leadership and governance, Project/ program planning, financial management, supply chain management, quality management, Human Resource management, monitoring and evaluation, and communication.) were identified. The group consensually agree upon a blended teaching methodology comprising of chalk and talk approach, inquiry based learning, participatory student based learning, small group instructions, gamification, project-based learning and field-based learning. There was a significant increase in participants' knowledge score (P<0.0001) after all programs especially in the competencies of monitoring and evaluation, followed by project/ program planning, supply chain management and quality management. The majority (90%) submitted their action plan one week following the program, out of which 64% implemented their action plans within six months. A majority (54.7%) of participants were able to implement their learning once they went back by conducting similar training/ workshop/webinars in their settings. The comprehensive public health management program in LMIC settings strengthens the competencies of public health managers which can be replicated in similar settings across LMIC to mitigate diverse challenges in public health management.

Vitalizing to Learn for Service Proactivity: Not All Forms of Organizational Support Are Equal

Addressing the association between proactive vitality management (PVM) and proactive customer service performance (PCSP), this study focuses on how informal field-based learning (IFBL) mediates the relationship between PVM and PCSP and examines how perceived organizational supports for strengths use (POS for strengths use) and perceived organizational support for deficit correction (POS for deficit correction) may moderate said relationship. Using a sample of 225 supervisor–subordinate matched data collected from Taiwanese travel agencies, IFBL was found to mediate the positive relationship between PVM and PCSP. POS for deficit correction also positively moderated the pathway of the mediated relationship. These findings offer novel research directions by integrating studies on proactivity and on both types of POS (i.e., for strengths use and deficit correction), thereby elucidating previously unexplored theoretical predictions.

Analisis Sumber Belajar Berbasis Laboratorium Lapangan dalam Pembelajaran Geografi

Geography learning is very relevant outside the classroom by utilizing the environment. However, there are difficulties for teachers in applying learning outside the classroom due to a lack of knowledge of relevant locations as field learning resources, especially for geography learning. This research is intended to analyze the utilization of the potential of the Bantarujeg District, Majalengka Regency as a field-based learning resource for geography learning. The type of research used is descriptive qualitative with natural observation method. The results showed that in the Bantarujeg District, Majalengka Regency had the potential as a source of field learning for geography learning that teachers and students could use to support geography learning.

The Use of Smartphones in Geography Learning: A 21st Century Learning Innovation in Identifying Nature Appearances Based on Fieldwork

Geography learning process can be done both indoor and outdoor. Geography learning can provide new findings/ concepts from a natural phenomenon which exists in the field. In order to build an understanding, concept, and even findings; geographer can utilize fieldwork-based geography learning. It is necessary to have a framework that explains the existence of the study location. The purpose of this study is to give space or scope for geography learning which emphasizes fieldwork-based learning in natural laboratories using a smartphone in data collection. The method used is a field survey conducted by determining the location points that will be used as access in field-based geography learning, with a landscape and social approach. After that, it is processed to get routes and learning areas that are ready with smartphones. Furthermore, it is applied to students to carry out field-based learning using smartphones. The result of this study shows some areas that can be used as fieldwork by using a smartphone during a field survey. There are 15 spots recorded on smartphone that can be used as geography learning fieldwork. Learners can do observation, measurements, interview about natural and social landscape in these areas. Fieldwork-based learning in Sumbermanjing Wetan has its estimation in leaning based on the aims. Besides, things like funding, licensing, and the security of the learning areas should be paid attention, in order to reach the learning outcome. It is also need a preliminary survey or observation to be able to estimate fieldwork leaning areas in Sumbermanjing Wetan district.

Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences

ABSTRACT This study examined preservice teacher coursework and experiences related to student trauma, classroom management, and self-care during a junior-year clinical placement (N = 25), as well as through follow-up interviews with a subgroup of participants one year later (N = 8). An inductive, thematic analysis led to the identification of four broad themes related to teacher–student relationships, field-based learning, adopting a philosophy of control versus flexibility, and the professional practice of self-care. All participants observed the impact of trauma in their classrooms, but only a few witnessed trauma-informed strategies that centered relationships and the humanistic side of teaching. Preservice teachers placed in trauma-informed classrooms felt the most prepared to implement trauma-informed strategies, while most preservice teachers questioned their ability to create a positive and responsive space for students who had experienced trauma. Data were used to create a conceptual model of findings to help guide future work with preservice teachers and clinical experiences.

Ecosystem Education with Augmented Reality: A Flexible Tool for In-Field Learning

Field-based learning is central to education in the biogeosciences, but COVID-19 and perennial challenges of large classes, short class times, and crowded schedules make exploration of alternative tools for field education more urgent than ever. Augmented reality (AR) is one candidate, allowing students to visit sites on their own time using a mobile app that guides them through a field trip via geolocationally triggered audio, images, and other media. Research into AR’s pedagogical effectiveness is in its infancy, seldom directly comparing delivery of the same field learning activity via AR versus in person, or investigating AR’s pedagogical value beyond the cognitive domain. To address this gap, we developed an AR version of an existing forest ecology field trip to a Douglas fir forest remnant in Vancouver, British Columbia, in a large undergraduate biogeoscience course, and compared student experiences of both versions. The study showed that AR can overcome obstacles to effective field education in large courses and deliver significant pedagogical benefits compared to conventional field trips, including engagement, enjoyment, flexibility, accessibility, and learning supports. With effective instructions and technological contingency planning, AR can be an effective tool for geoscientific field education and help address some larger pedagogical issues facing higher education.

Google Earth Geoscience Video Library (GEGVL): Organizing Geoscience Videos in a Google Earth Environment to Support Fieldwork Teaching Methodology in Earth Science

Fieldwork teaching methodology (FTM) and active learning are effective strategies for geoscience education. However, traditional field trips require significant resources, time, physical abilities, and the expertise of teachers. In this study, we provide a supplementary virtual field trip experience by showing how different kinds of geoscience videos can be spatially organized into one digital interactive virtual environment. Here, we present the Google Earth Geoscience Video Library (GEGVL) which uses Google Earth and location-specific videos about Earth events, to create a virtual field-based learning experience. Using Google Earth, GEGVL organizes field-based videos by location and links pertinent non-field-based videos, and allows users to roam the globe in search of geoscientific videos that are pertinent to them or their students. Currently, GEGVL contains 150 videos organized into ten different geoscience disciplines: Plate Tectonics, Minerals, Structural Geology, Metamorphism, Magmatism, Hydrology, Environmental Science, Sedimentology, Paleontology, and Paleomagnetism. Despite stability challenges with Google Earth integration, results of user surveys among lower-division undergraduates show that the design logic of GEGVL is a promising virtual field-based learning organizer for increasing students’ interest in and helping them learn about Earth sciences.

Do peer attachment, perceived school climate, and parental involvement influence self-awareness in students?

This study was aimed at investigating the effect of peer attachment, parental involvement, and perceived school climate on self-awareness in junior high school students in East Martapura, South Kalimantan Province, Indonesia. The quantitative research method through product moment correlation and multiple linear regression analysis was applied in this study. The sample of the research was the total population of a junior school in East Martapura with significant number of dropout cases. The subject of this study consisted of male and female students in the age of 11 to 17 years old with a family background of traders and farmers as well as a Malay-bajar Islamic culture. The results of the study showed that there was a significant correlation between peer attachment and parental involvement. In contrast, there was no correlation between both factors and perceived school climate. Furthermore, it was also found that there was a significant positive effect of peer attachment, parental involvement, and perceived school climate on students' self-awareness. The results of this study indicated that to foster students’ self-awareness, schools need to establish communication with parents, create a comfortable and effective school climate for teaching and learning processes, as well as facilitate the students to develop peer attachment through extracurricular activities. In addition, schools may also take actions to implement field-based learning and provide career counseling for students to broaden their insights of alternative self-development besides trading and farming.

Policy Education in U.S. Social Work Programs: Results of a National Study

ABSTRACT Using data from the Council on Social Work Education’s Annual Survey, this study captures a baseline snapshot of policy practice education in U.S.-based bachelor of social work and master of social work programs. Results indicate that the nature of students’ preparation to incorporate policy change into practice depends on which program they attended. This first study of policy practice education across U.S. BSW and MSW programs examines policy-related coursework, instruction, field-based learning, and hands-on educational experiences. The study finds substantial program variation, including the type of faculty teaching policy courses and their direct policy practice experience, as well as in the inclusion of field-based and hands-on policy learning opportunities. Implications for strengthening policy education in the United States are discussed.

Influence of Core Self-Evaluations on Work Engagement: The Mediating Role of Informal Field-Based Learning and the Moderating Role of Work Design

This study aims to examine the effect of employees’ CSE on their work engagement, along with its underlying mechanisms and boundary conditions. Based on the job demands–resources (JD-R) model and conservation of resources (COR) theory, we propose and test a moderated mediation model that examines IFBL as the mediator and work design as the moderator in the relationship between CSE and work engagement. We use time-lagged data from 231 employees to analyze the data. The results indicate that: (1) CSE is positively related to work engagement of employees; (2) IFBL mediates the relationship between CSE and work engagement; (3) problem solving reinforces the effect of IFBL on work engagement, which consequently enhances the mediated relationship between CSE and work engagement via IFBL. We further discuss the limitations and future research directions of this study.