Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science

Fletcher, Andrew; Kickbusch, Steven; Huijser, Henk

doi:10.1080/03098265.2020.1850657

Cited by 7 publications

(3 citation statements)

References 30 publications

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“…The second is the project and course design in the fieldwork based on mobile learning. The combination of mobile technologies and fieldwork content focuses on practitioners' attention [11,22]. Cochrane et al [23] presented a summary of the pedagogical affordances of smartphones in tertiary education, and they provided an example mobile-learning implementation plan.…”

Section: Introductionmentioning

confidence: 99%

A Platform and Its Applied Modes for Geography Fieldwork in Higher Education Based on Location Services

Ruan

Long

Ling

et al. 2021

IJGI

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Fieldwork is an important aspect of geography learning in higher educational institutions. Under the support of mobile technologies, the process and method of fieldwork in geography education have significantly been changed. However, the in-depth combination of Location-Based Services (LBSs) and geography fieldwork is still in the initial exploration stage. This paper designed and implemented a professional geography fieldwork platform based on Lushan, a famous geography fieldwork education station in Jiangxi, China. The platform includes the student-side mobile application, teacher-side mobile application, and a web back-end management system. Three specific technologically-enhanced applied modes were put forward based on the platform, which contains teacher-centered, semi-supervised, and student-independent modes. Students’ views on the three applied modes and usage in the fieldwork platform were collected through a questionnaire. The result shows that the LBS fieldwork platform has significant support for geography fieldwork. It meets the needs of students and reduces the burden for teachers. The teacher-centered is the most popular mode for students. Due to the unguaranteed fieldwork safety, inconvenient dynamic adjustment, and the habit of relying on the teacher’s explanation, the student-independent mode based on the LBS platform has apparent limitations. Nevertheless, students can recognize its potential in improving their practical, cooperative, and autonomous abilities. They are willing to try independent fieldwork supported by the platform in several days.

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Section: Introductionmentioning

confidence: 99%

A Platform and Its Applied Modes for Geography Fieldwork in Higher Education Based on Location Services

Ruan

Long

Ling

et al. 2021

IJGI

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“…Both research studies in this paper confirm that outdoor educators believe that digital technology can be used to improve educational outcomes and enhance safety and logistical functions in a wide spectrum of outdoor learning contexts. We acknowledge other research that supports these claims (e.g., Davies et al, 2019; Fletcher et al, 2022) however, what is sometimes not considered are the obvious and subtle impacts on presence. If being fully present means being present with each other, present in the place, and present with the cultural histories that exist in places then digital technology can become both an obvious and subtle distraction.…”

Section: Discussionmentioning

confidence: 91%

The Impact of Technology on Presence in Outdoor Education

Hills,

van Kraalingen,

Thomas

2023

Journal of Experiential Education

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Background: The ability of outdoor educators and their participants to be present with each other and the natural and cultural histories of places can impact the realisation of learning outcomes and safety. Purpose: In this paper, we combine the findings of two separate research studies regarding the potential for digital technology to both distract and enhance the presence that both facilitators and their learners may experience in outdoor education programs. Methodology/Approach: Research Study One used a naturalistic inquiry to collect data via surveys and online interviews with 185 outdoor educators from 14 different countries. Research Study Two used a collective case study involving undergraduate outdoor education programs in Norway. Data were collected from 12 educators and 12 learners using semi-structured interviews and focus group interviews. Findings/Conclusions: Decisions on inclusion or exclusion of digital technology in outdoor education should be intentional, systematic, and evidence-based. The use of mobile technologies can pose barriers to learners’ and educators’ presence, their social interactions, and their experience of place. Implications: Digital technology can enhance or detract the experience of presence in outdoor education programs depending on how that technology is used, and the way the technology is managed.

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“…The student not only learns how to teach but also develops communicative competence and complex thought skills [34]. The use of peer teaching in university is currently associated with different degree programs, such as medicine [35][36][37], environmental sciences [38], geospatial technologies [39], or biology [40]. In the field of engineering, the international literature is replete with examples [41][42][43][44].…”

mentioning

confidence: 99%

Student–Teacher Role Reversal at University Level—An Experience in Naval Engineering Education

2023

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The European Higher Education Area encourages a substantial change in the roles that students and teachers play at university. Student participation in the learning process should be primarily active, while teachers should adopt a guiding and mediating position. This paper describes a learning experience where an evolution of the roles of the trainers and learners is proposed. This methodology was implemented in the 2021/2022 and 2022/2023 university courses on the Bachelor in Naval Engineering. Students taking these courses are enrolled in the last year out of four of their Bachelor’s and are given the task of changing their role from students to teachers by teaching a lesson. No previous knowledge about the lesson is required; therefore, this learning activity is a double challenge for the students, as they must, on the one hand, learn a new topic and, on the other hand, be able to explain the topic to their colleagues. Surveys related to the activity and the classmates’ performance were carried out once the activity was completed. The results of the surveys show that students acquire technical knowledge more easily than traditional class and strengthen different skills, such as their self-esteem and communication ability. Additionally, the activity indicates the importance and necessity of boosting their autonomous work capacity, since they will be confronted with similar duties in their professional career. Finally, the proposed activity also reduces students’ boredom in subjects that they are initially uninterested in.

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Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science

Cited by 7 publications

References 30 publications

A Platform and Its Applied Modes for Geography Fieldwork in Higher Education Based on Location Services

A Platform and Its Applied Modes for Geography Fieldwork in Higher Education Based on Location Services

The Impact of Technology on Presence in Outdoor Education

Student–Teacher Role Reversal at University Level—An Experience in Naval Engineering Education

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