Abstract. This study investigates the potential value of, and provides a method for, the creation of flexible, digital, and asynchronous platforms to create student-centred materials for use in an online and/or blended learning environment. We made use of Thinglink to create a “virtual microscope” resource for geology and associated courses in higher education. This is achieved through the dissemination of a simple learning resource comprising interactive imagery and audio. The visual analysis of rocks under the microscope, termed thin-section petrography, is a fundamental component in geology programmes in higher education, with key skills which are transferable with other fields such as material science, biology, and forensic science. However, learning environments and activities in this field are often dictated by the requirement for access to microscope facilities and supplementary resources which are highly variable in their academic level, availability, design, and scale, ranging from traditional textbooks to online resources. A resource was created which allows individuals to experience some of the aspects of petrographic microscopy in a digital manner. In particular, specific features of the materials observed and how microscopes work were included. The resource was disseminated to a population of learners and educators, who provided responses to a questionnaire. Responses were overwhelmingly positive and indicate considerable interest from learner and teacher alike. Critical areas for improvement include the need for clarity in the user interface and the inclusion of a recorded human voice rather than automated text narration. This study highlights the need for, and benefits of, interactive online learning resources in petrology and associated fields. This type of resource has positive implications for the flexibility, inclusivity, and accessibility of teaching materials. Such resources may prove particularly valuable when distance learning is unavoidable (e.g. the COVID-19 crisis) and/or hybrid, blended learning environments are being deployed. The method and platform used in this study are highly transferable to other subject areas (or other areas of the geosciences).

Access to laboratory facilities and associated instrumentation represents a major barrier to learning in physical science education, due to constraints introduced by limited time and financial resources, cost of acquisition, and health and safety requirements. Virtualized laboratories offer some mitigation of these problems but may also introduce further problems such as limiting discussion and collaboration, inhibiting development of physical skills, and reducing engagement. This study aims to evaluate the effectiveness of virtual simulations of analytical instruments for applied science student learning and teaching. Two virtual instruments (X-ray fluorescence spectrometer (XRF) and an ion chromatography system (IC)) were assembled on the Thinglink online virtual platform, with background theory, detailed animated instructions, and simulated data collection capabilities. The two simulations were disseminated to teachers and learners, with subsequent feedback gathered via questionnaires and four oneto-one interviews. Results showed that feedback was extremely positive from all users, with many expressing excitement for the accessibility and inclusivity implications and the freedom to engage asynchronously. Users found them to be high quality, highly accessible, and inclusive resources but generally felt that their application as supporting information would have greater benefit than using them in a standalone fashion. The most prominent concern was the time required to create materials. Study implications suggest that the style of online virtual learning resource presented here is viewed as beneficial by learners and teachers alike, if planned to be as efficient as possible and delivered as a supplement to physical equipment learning. The application of additional online resources to broader groups should be the subject of further investigation, with the potential benefits for academic performance being of utmost importance.

Abstract. This study investigates the potential value of, and provides a method for the creation of, flexible, digital and asynchronous platforms to create student-centered materials for use in an online and/or blended learning environment. We made use of Thinglink to create a virtual microscope resource for geology and associated courses in higher education. This is achieved through the dissemination of a simple learning resource comprising interactive imagery and audio. The visual analysis of rocks under the microscope, termed thin section petrography, is a fundamental component in geology programmes in higher education, with key skills which are transferable with other fields such as material science, biology and forensic science. However, learning environments and activities in this field are often dictated by the requirement for access to microscope facilities, and supplementary resources which are highly variable in their academic level, availability, design, and scale, ranging from traditional textbooks to online resources. A resource was created which allows individuals to experience some of the aspects of petrographic microscopy in a digital manner. In particular, specific features of the materials observed, and how microscopes work were included. The resource was disseminated to a population of learners and educators who provided responses to a questionnaire. Responses were overwhelmingly positive and indicate considerable interest from learner and teacher alike. Critical areas for improvement include the need for clarity in the user interface, and the inclusion of recorded human voice rather than automated text narration. This study highlights the need for, and benefits of, interactive online learning resources in petrology and associated fields. This type of resource has positive implications for the flexibility, inclusivity and accessibility of teaching materials. Such resources may prove particularly valuable when distance-learning is unavoidable (e.g. the COVID-19 crisis) and/or hybrid, blended learning environments are being deployed. The method and platform used in this study are highly transferable to other subject areas (or other areas of the geosciences).