An Evaluation of the Use of Internet Sources as a Basis for Geography Coursework

Newnham, Rewi M.; Mather, Anne; Grattan, John; Holmes, Adrian; Gardner, Adam

doi:10.1080/03098269885994

Cited by 24 publications

(11 citation statements)

References 10 publications

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“…Much of the early literature on computer-mediated learning in geography was dominated by highly specialised discussions that concentrated on the technical aspects of computer-mediated resources (including the teaching of statistical methods, physical geography, remote sensing and exploring the uses of the Worldwide web) but had far less to say about broader geographic pedagogy (Shepherd, 1985;Rees, 1987;Flowerdew & Lovett, 1992;Bishop et al, 1993;Bishop et al, 1995;Newnham et al, 1998). While recent discussion has moved beyond the mechanics of speci c computer methods to engage theoretical and practical pedagogical issues involving the integration of computer-mediated learning into the classroom (Kemp et al, 1992;Walsh, 1992;DiBiase, 1996;Foote, 1997;Krygier et al, 1997;Summerby-Murray & Ollerhead, 1997), there remains considerable scope for the evaluation of computer-mediated methods as pedagogical tools.…”

Section: Gis As a Learning Tool For Geographymentioning

confidence: 99%

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Summerby-Murray¹

2001

Journal of Geography in Higher Education

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This article examines a practical classroom experience using GIS technologies to analyse aspects of a local heritage landscape. An inventory of historic buildings comprising architectural and construction details was revised in the eld and then analysed using GIS software. Elements of the geographies of these buildings were displayed using thematic mapping and students used these maps to develop explanatory hypotheses and to suggest policy options for future management of the heritage landscape. Practically, the project demonstrated the contribution GIS can make to historical geography methods, engaged students in an externally supported research partnership working with real-world data, and suggested directions for local public policy formation. Pedagogically, the project demonstrated that historical GIS can be used effectively to shape problem-based inquiry and constructivist learning.

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Section: Gis As a Learning Tool For Geographymentioning

confidence: 99%

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Summerby-Murray¹

2001

Journal of Geography in Higher Education

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“…Instructors also may use resources like Places Online (Association of American Geographers 2005) that evaluate online content for use in geographic education. Alternatively, instructors might create their own libraries of materials and place them on the Web for more efficient access (Newnham et al 1998;Wong 1998). The Web can also be a platform for the distribution of custom-produced content about specific geographic problems supplementing or replacing the traditional textbook (Graham and McNeil 1999).…”

Section: The Web As a Gigantic Librarymentioning

confidence: 99%

Service Learning and Building Community with the World Wide Web

Longan¹

2007

Journal of Geography

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The geography education literature touts the World Wide Web (Web) as a revolutionary educational tool, yet most accounts ignore its uses for public communication and creative expression. This article argues that students can be producers of content that is of service to local audiences. Drawing inspiration from the community networking movement, the article presents two examples of "Web-raising" service learning projects in which geography students created a Web site with and for local community organizations. Evaluations suggest that the Web raisings were significant learning experiences for both students and community participants, but that logistical factors and characteristics of the students and organizations affected the degree to which this learning took place.

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“…Brown (1999) discussed some of the problems of obtaining comparable data but this approach is used effectively by Newnham et al (1998). They wished to evaluate the bene ts of student use of the Internet in a module on Environment, Society and Risk.…”

Section: Student Academic Performance: the Statistical Evaluationmentioning

confidence: 99%

Evaluating Changes in Learning and Teaching

2001

Journal of Geography in Higher Education

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Editorial Evaluating Changes in Learning and TeachingThe Journal of Geography in Higher Education receives many papers presenting developments in learning and teaching methods. Some of these are original pieces of pedagogic research that may appear as 'mainline' papers, others aim to disseminate good practice or advice and as such may appear as a 'resource' paper. For example, the 1990s witnessed tremendous innovation in the use of the WWW in higher education teaching and greater emphasis upon student acquisition of skills. In response JGHE has published many articles on the most effective use of new technologies and innovative methods of enhancing student acquisition of skills. A challenge for the reviewers of such papers submitted to JGHE is the evaluation of the claims made by many authors about the educational effectiveness of their innovative learning strategy or use of the new technology. The purpose of this editorial is to discuss and provide some guidance on the ways prospective authors can better present the results of their learning innovations and new educational ideas.In writing this editorial I have taken the premise that the author has decided to change the way in which she/he teaches an aspect of their geography course and wishes to disseminate this new practice as a successful (or even unsuccessful) innovation. The discussion below is structured around a series of issues rather than a checklist of methods. The reason is simple: the international audience of JGHE means that there is a range of higher education contexts and consequently there is no universally accepted approach. For example, in the UK it is uncommon for the same course to be taught twice in the same academic year so evaluations of any learning strategy are often based on subsequent years, encompassing the complexity of changes in composition and educational background of the students. Hence comparisons are dif cult. This complexity is lessened, but not eliminated, in institutions-for instance in North America-where a course can be taught in one semester and is repeated, with changes in teaching, in the same academic year. Establish the Criteria for 'Success'We need to think about the evaluation before the introduction of any new teaching method. This probably seems too obvious to need stating but often papers presented to JGHE concentrate on what was done with too little explanation of why this was done. Hence a standard pattern is for a paper to present, sometimes uncritically, an anticipated pedagogic improvement from a learning strategy with very little context for geography students. This is followed by an assessment that emphasises the practical problems of implementation with an examination of the responses from a student evaluation yielding Editorial a high 'satisfaction index' as evidence of the value of the innovation. But if students were 'happy' with the teaching before the new strategy, what is the real reason for the change? Typically the criteria cited are:· to promote greater (critical) understanding; · to develop ski...

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An Evaluation of the Use of Internet Sources as a Basis for Geography Coursework

Cited by 24 publications

References 10 publications

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Service Learning and Building Community with the World Wide Web

Evaluating Changes in Learning and Teaching

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