Virtual Field Experiences Research Articles

The Mid Atlantic Appalachian Orogen Traverse: a comparison of virtual and on-location field-based capstone experiences

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate sedimentation and stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes, and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level sedimentation and stratigraphy course via virtual field experience with an emphasis on local geology.

GeoEPIC: Innovating a Solution to Implement Virtual Field Experiences for Education in the Time of COVID-19 and the Post-Pandemic Era

The spring of 2020 marked the start of many countries closing their borders to travel due to the COVID- 19 pandemic. These closures disrupted travel and learning opportunities for K- 16 education. International field trips and study abroad programs were some of the first canceled opportunities with domestic field trips becoming more complicated to implement safely. With termination of these experiences, students lost cooperative and collaborative opportunities for place-based, field-based education. To address these losses of situated learning opportunities for students, a digital learning platform was developed to increase access to educators and students to free virtual field-based experiences. The platform is enhanced to allow teachers easy adoption of resources with supporting workshops to help educators in creating and delivering this rich education content through authentic, virtual landscapes.

Trainee Teachers' Perceptions of Online Teaching During Field Experience with Young Children.

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to examine the perceptions of trainee teachers and faculty supervisors about online field experiences with young children. The study was done using a qualitative case study within an interpretivist paradigm. Twelve internship students and five supervisors were purposively selected to complete open-ended questionnaires about virtual field experiences. Three themes emerged from the data: (1) integrating technology into lesson planning, (2) meeting challenges to classroom management, and (3) expanding the repertoire of teaching strategies. It is concluded that the virtual field experience was a milestone of achievement for trainee teachers, in terms of the preparation it provided to implement the country’s plan of integrating technology in the curriculum.

Virtual Tours Through the Ice Using Everyday Tools

The Byrd Polar and Climate Research Center is training scientists to create immersive virtual field experiences of glaciers, sea ice, and snow.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Implementation and Effectiveness of a CSPAP-Informed, Online Secondary Methods Course With Virtual Field Experiences During the COVID-19 Pandemic

This study examined the implementation and effectiveness of a comprehensive school physical activity program (CSPAP)-informed, 15-week physical education secondary methods course, adapted from its previous in-person format to be completely online for fall 2020 during the COVID-19 pandemic. The participants were 15 preservice physical education teachers (PPETs) and three course instructors. Each PPET taught six virtual physical education lessons to middle and high school students learning at home. Multiple data sources including focus groups, individual interviews, and course artifacts were analyzed to address research questions centered on the fidelity of course delivery, adaptations made to the course during implementation, and the PPETs’ approach to lesson planning and teaching. The findings showed a high level of implementation fidelity, and few adaptations were made to the course. Three themes were identified with respect to the PPETs’ pedagogical approach: personalization, inquiry-based instruction, and resilience. This study provides a case example of trying to prepare PPETs for professional roles in the COVID era.

Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways

Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.

Does Virtual Field Experience Deliver? An Examination into Virtual Field Experience during the Pandemic and Its Implications for Teacher Education Programs

This study attempted to examine whether academic performance of pre-service teachers (PST) in virtual field experiences was the same as that of their peers in the previous semester who had regular face-to-face field experiences. Data for this study included PST’ scores in three course sections in the Spring 2020 semester at a mid-size public university located in the Midwest of the United States where all of their field experiences were conducted virtually and compared with that of their peers in the Fall 2019 semester when all of their field experiences were conducted face-to-face. Our findings indicated that PST’s academic performance in the virtual field experiences was the same as that of their peers in the previous semester who had regular face-toface field experiences.

Creating virtual geologic mapping exercises in a changing world

AbstractFieldwork has long been considered an essential component of geoscience research and education, with student field experiences consistently valued for their effectiveness in developing expertise in geoscience skills and cognitive abilities. However, some geoscience disciplines recently have exhibited a decreasing focus on data collection in the field. Additionally, some students have been disinclined to pursue a geoscience career if physical fieldwork is perceived as necessary for the completion of their academic degree. More recently, travel restrictions due to the COVID-19 pandemic have restricted access to field locations for many students and geoscience researchers. As a result, geoscience educators are developing virtual field trips and exercises that address many of the learning objectives of traditional in-person field experiences. These virtual field trips and exercises use a variety of online and computer platforms, including web-based and desktop versions of Google Earth (GE). In this contribution, we highlight how educators can create virtual geoscience field trips and exercises using web GE, desktop GE, and a web-based tool for generating oriented geologic symbology for GE. Examples of methods and approaches for creating virtual field experiences in GE are provided for a virtual field trip that uses a web GE presentation to replicate a typical class field trip, and for a geologic mapping exercise that uses a KML file uploaded into web or desktop GE. Important differences between web and desktop GE are discussed, with consideration for which platform might be most effective for specific educational objectives. Challenges and opportunities related to virtual field trips are discussed in comparison with traditional in-person, on-location field trips. It is suggested that in a post–COVID-19 world, a combination of in-person and virtual hybrid field experiences might prove the most effective approach for producing a more inclusive and equitable learning environment, and thus strengthening the geoscience workforce.

WTF? Feminist pedagogy and 3D printing in a preservice virtual field experience

Systemic gender inequality and sexual discrimination continues across a wide spectrum of social, political, and economic fields. Using three key feminist curriculum and pedagogy principles (decentering norms, centering difference, distributing leadership) we employ feminist pedagogy by facilitating curriculum development and implementation that is empowering for not only junior high school students but also preservice teachers, and the collaboration between a junior high school teacher and university preservice educators. We introduce artists that use 3D printing in ways that embody feminist principles and social justice activism to inspire preservice teachers to develop feminist curricula and pedagogy that includes 3D printing. By introducing the artists, we highlight why and how feminist content is part of feminist pedagogy, and how feminist pedagogy works to challenge feminist concerns. Given that most preservice teachers did not experience feminist art pedagogy in preK-16, we designed opportunities to experience feminist art pedagogy in teaching junior high school art classes. As teachers (and students) create feminist curriculum to use and share with others, they gain political power as engineers of progressive educational change towards ending sexism. WTF? (Where's the feminism?) is about our (re)searching feminist pedagogy in a junior high school context through a collaborative form of distributed leadership.

Tech Talk: Virtual Field Experiences

Tech Talk: Virtual Field Experiences

Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences

In this study, a grounded theory approach was adopted to develop the heterospective reflection framework as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes “otherness.” Data collection was conducted over four years through semi-structured interviews with 25 pre-service teachers at a higher education institution in midwestern United States. The data analysis generated the framework’s mechanism, comprising the core elements termed guided observation, retrospective reflection, integrative reflection and introspective reflection, and its mediating devices consisting of the action of others and the reframing of teaching practice. Findings suggest that the framework’s reflective modes function in nonhierarchical interactions, as cognitive-metacognitive shifts occur bi- or multi-directionally on a horizontal plane rather than sequentially on a vertical plane as pre-service teachers reflect on the action of others. Implications for research and practice include enhancements to teacher preparation programs and the development of instruments to evaluate reflective practice.

Immersive, interactive virtual field trips promote science learning

Field learning is considered an essential part of geoscience education, yet there are many practical challenges that limit broad and equitable access to field learning. Virtual field experiences can now help to broaden access to field learning. This work details the learning design and technical components of immersive, interactive virtual field trips (iVFTs). iVFTs take the established idea of a computer-based virtual field trip and add adaptive feedback and richer interactivity, which allow for active and more scientifically authentic learning experiences. By using adaptive learning technology, iVFTs can respond intelligently and automatically to student actions, guiding students through exploration, discovery, and analysis. We present evidence for the effectiveness of iVFTs in achieving learning objectives in both high school and undergraduate settings. Students from both samples showed large and statistically significant gains in content knowledge. Normalized gains on a six-item knowledge survey were .90 and .96, respectively (p < .001). This result broadly demonstrates the value of our iVFT designs. Follow-up research should rigorously study the effects of adaptive feedback, interactivity, and the other distinctive features of iVFTs on student learning.

Virtual field experiences in introductory geology: Addressing a capacity problem, but finding a pedagogical one

Recent literature has demonstrated the importance of fieldwork in geology. However, as resources become scarce, field experiences are often targeted for cuts. This was the case at the University of Calgary when massive enrollments placed a tremendous burden on resources. In courses throughout, field trips and other excursions were eliminated, making it so students do not have any field experiences until their third year. In response, we have developed three virtual field experiences (VFEs) of geologically relevant locations near Calgary. A burgeoning technology, VFEs offer advantages of convenience and versatility when compared to actual field trips. Our VFEs comprise drone-captured images used to form high-resolution 2-D photomosaics and 3-D computer models. We piloted one VFE in an introductory geology course. We wanted to understand how students engaged with the models so that we could make the VFE as effective as possible. Observing student engagement over two iterations allowed us to make changes to the activity. We found that students had difficulties with the VFE’s open endedness. They also demonstrated difficulty with the relationship between observations and inferences. This is indicative of a broader issue with how geology (or science in general) is taught. Traditional instruction in geology places great emphasis on the “what” of geology as opposed to the “how.” We contend that teaching geology with more emphasis on how geology works will help students develop a better understanding of the relationship between inference and observation, enhancing their fieldwork and their understanding of science.

Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience

This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.

Expanding Access to Science Field-Based Research Techniques for Online Students through OER

Adoption of open educational resources (OERs) by the science, technology, engineering, and mathematics (STEM) community has yet to become an integral part of higher education classrooms. Many STEM faculty have been reluctant to develop and use OERs because the process of developing these resources is time-consuming and finding appropriate resources for higher education remains overwhelming. The team, Matias, Woo, and Whitley-Grassi at State University of New York (SUNY) developed a process to help generate OERs for topics that are generally associated with laboratory equipment or field research techniques in ecology and earth sciences, as well as general science. This project draws on the need to develop resources and expand access to scientific field-based research techniques through OERs for students learning at a distance. Engaging in undergraduate scientific virtual field experiences is an educational opportunity for students with a desire for an enriched learning experience in the sciences, particularly in ecology and earth sciences, but that cannot participate in a traditional field-based curriculum. This article discusses the current status of the use of OERs for STEM education and our approach to developing three OERs in the areas of microscopy, geologic history interpretation, and biodiversity. The team concludes by sharing some of the challenges and lessons learned in the process.

Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.

Video-based Education Ethnography Project

This article chronicles the development of a video-based ethnography project documenting daily life in a Kansas elementary and a secondary classroom. The project, which took nearly two years of planning, allows a direct link to two classrooms approximately 250 miles away to provide a virtual field experience for undergraduates and a wide array of research possibilities for faculty. Since its first semester in spring 2016, it now enables students to see the daily actions of an elementary teacher and a secondary math teacher in a live classroom setting, and various faculty and graduate student research projects are currently under way.

The Fold Analysis Challenge: A virtual globe-based educational resource

We present an undergraduate structural geology laboratory exercise using the Google Earth virtual globe with COLLADA models, optionally including an interactive stereographic projection and JavaScript controls. The learning resource challenges students to identify bedding traces and estimate bedding orientation at several locations on a fold, to fit the fold axis and axial plane to stereographic projection data, and to fit a doubly-plunging fold model to the large-scale structure.The chosen fold is the Sheep Mountain Anticline, a Laramide uplift in the Big Horn Basin of Wyoming. We take an education research-based approach, guiding students through three levels of difficulty. The exercise aims to counter common student misconceptions and stumbling blocks regarding penetrative structures. It can be used in preparation for an in-person field trip, for post-trip reinforcement, or as a virtual field experience in an online-only course. Our KML scripts can be easily transferred to other fold structures around the globe.