GIS Teaching Research Articles

University students' perspectives on emergency online GIS learning amid the Covid‐19 pandemic

AbstractThis study investigated GIS students' perspectives on emergency online learning (EOL) during the Covid‐19 pandemic through a case study at National University of Singapore. Questionnaire surveys administered to three GIS courses were conducted, the result of which suggests that the GIS teaching could be completed effectively online during the crisis. In addition, the positive and negative influences of this learning mode have been discussed in connection to relevant student perspectives on social media and relevant findings in the literature. Relatively, senior and independent learners adapted better to the EOL, while beginners and less self‐disciplined learners may need more face‐to‐face guidance, interactions, and direct supervision. It is worth pointing out that despite some students seeing the demand for a higher level of self‐discipline as being negative, others saw this property contributed to them being better independent learners with self‐motivation, suggesting the need for a nuanced interpretation of the results that consider perspectives. Based on the pros and cons of the EOL investigated, this article further stresses the need to cultivate a post‐pandemic blended GIS learning pedagogy for enhancing higher GIS education's quality and resilience in times of crisis.

高等学校用GIS教材「アクセスWebGIS」の開発

高等学校用GIS教材「アクセスWebGIS」の開発

Teaching practical science online using GIS: a cautionary tale of coping strategies

Strong demand for GIS and burgeoning cohorts have encouraged the delivery of GIS teaching via online distance education models. This contribution reviews a brief foray (2012–2014) into this field by the Open University, deploying open source GIS software to enable students to perform practical science investigations online. The “Remote observation” topic spanned four science disciplines in 6 weeks – an ambitious remit within an innovative overarching module. Documenting the challenges and strategies involved, this paper uses forum usage and student feedback data to derive insights into the student experience and the pitfalls and pleasures of teaching GIS at a distance.

Design and use of web lectures to enhance GIS teaching and learning strategies: the students’ opinions

The goal of this research is to design, use and evaluate a set of web lectures, specifically tailored to the needs of students in higher education who follow geographic information system -related courses. Since education in geographic information system includes theoretical concepts and practical experience, both of these teaching strategies will be implemented in the web lectures. The user-centered design approach is used in the design process to increase the acceptance of the web lectures and the motivation to use them: perceived usefulness and ease of use. The results show that the students appreciate the initial set of web lectures, but that they need to be motivated more to use them (especially when theoretical topics are covered). Students still value the “traditional” face-to-face lectures and see the web lectures as an ideal complement.

The making of the GIS teaching materials which utilized Google Earth,MANDARA

The making of the GIS teaching materials which utilized Google Earth,MANDARA

The Instructor Element of GIS Instruction at US Colleges and Universities

AbstractOver the last two decades, higher education has made substantial investments in GIS education through equipment and software purchases, upgrades to teaching facilities, and the creation of innovative academic programs such as certificates and degrees. However, comparatively less attention and fewer resources have been directed towards what might be called the “instructor element” of GIS instruction. In this article we look at the preparation and ongoing professional development of GIS educators through a survey of 270 individuals teaching GIS at US colleges and universities. Along with assessing the education and professional background of GIS instructors, we evaluate their perceptions concerning the importance of various GIS subject areas. Our findings demonstrate considerable breadth in the range of education and experience held by faculty members who are presently teaching GIS courses. In evaluating the importance placed on GIS teaching elements, we found little variation among individuals according to their institution type or educational attainment. However, significant differences in the perceived importance of GIS teaching areas were found across disciplinary areas.

GIS teaching via distance learning experiences and lessons learned

This paper draws on seven-years’ experience of postgraduate teaching GIS via distance learning mode. Experience has shown that in setting-up, maintaining and developing the GIS course via distance learning, particular consideration has to be given towards the cultural and geographical diversity of students. Moreover, the dynamic nature of GIS and the Internet itself require the constant revision of curriculum and teaching methods.

What is the Best Route? Route-Finding Strategies of Middle School Students Using GIS

This paper summarizes a research project conducted to investigate the strategies developed by middle school students to solve a route-finding problem using Arc View GIS software. Three different types of route-finding strategies were identified. Some students were visual route-finders and used a highly visual strategy; others were logical route finders and used GIS software tools to apply a more analytical and systematic approach. A third group were transitional route-finders who used an approach that showed evidence of one that was shifting from a visual strategy to one that was more logical. The findings suggest that to be most effective, GIS teaching and curriculum development strategies should begin with an assessment of student understanding of spatial relationships and continue with a progression that spirals according to the evolution of student cognitive mapping skills over time.

The Use of Spatial Cognitive Abilities in Geographical Information Systems: The Map Overlay Operation

Spatial cognitive abilities play an important role in the use of GIS, although they have yet to be examined in a controlled experimental setting. This study aimed to develop an experimental design which measures spatial cognitive abilities in the use of GIS, specifically the map overlay operation. Subjects (n = 134) received three map overlay tests in which they were given two of the following: input map layers, logical operator(s), or output map layer(s). Subjects were required to select the correct logical operator for Test 1, to select the correct output map layer for Test 2, and to select the correct input map layers for Test 3. Each test contained a total of 16 questions, based on a 4 (‘and’, ‘or’, ‘xor’, ‘not’ operators) × 2 (one or two polygons per map layer) × 2 (three or five polygon edges) factorial design. Results indicated a significant main effect of logical operators and number of polygons on performance; however, there was no effect of the number of polygon edges on performance. Significant two‐way interactions revealed an effect of the number of polygon edges and the number of polygons using various logical operators on performance. In addition, performance was not significantly different between males and females or between GIS users and non‐users. Overall, results show that map overlays in which a visual correspondence can be made between the same polygons in the input and output map layers are cognitively less demanding than map overlays in which the shape of the polygons have been radically transformed between the input and output map layers. This study helps further develop our understanding of the spatial cognitive abilities which are required in the use of GIS, and whether certain sub‐populations differ in these cognitive abilities. These results may contribute to more effective and efficient GIS teaching and interface design by taking into account individual spatial cognitive abilities.

TEACHING THE NCGIA CURRICULUM IN PRACTICE: ASSESSMENT AND EVALUATION

The implementation in the Department of Geography at the University of Calgary of the NCGIA's Core Curriculum for GIS teaching is described. The core curriculum was taught using the two semester, year long option during the 1989-90 academic year. Labs, software and hardware used in association with the two courses are discussed. Plans for implementing the curriculum in the 1990-91 academic year are explained and seek to draw upon the successes and failures encountered during the previous year.