Experience One: Teaching the geoscience curriculum in the field using experiential immersion learning

Thomas, Robert; Roberts, Sheila M.

doi:10.1130/2009.2461(07)

Cited by 7 publications

(7 citation statements)

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“…Substantial work has been conducted on student learning in the field (Thrift, 1975;McKenzie et al, 1986;Orion, 1993; spe 474-02 page 17 Garrison and Endsley, 2005;Elkins and Elkins, 2007;Potter et al, 2009;Thomas and Roberts, 2009). Much less work has been done on students with disabilities attempting to learn in the field (Cooke et al, 1997;Hall et al, 2004;Healey et al, 2002;Locke, 2005;Hall and Healey, 2005), and even fewer on field-based education with students with mobility impairments (Norman, 2002;Stokes and Boyle, 2009).…”

Section: Research Objective 1: the Construction Of Geological Knowledmentioning

confidence: 99%

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Atchison¹,

Feig

2011

Qualitative Inquiry in Geoscience Education Research

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Students with physical disabilities encounter challenges in any scientific discipline, yet the geosciences have extremely low participation levels for persons with disabilities. Because of the emphasis placed on field research at the undergraduate level, persons with mobility impairments face limited opportunities for progressing in the geosciences. One strategy to address this is the application of adaptive technologies, such as virtual field trips (VFTs), as a supplement to traditional field instruction. A common goal of VFTs and other adaptive technologies is to promote equal access to undergraduate geoscience curricula for physically impaired students. If the scientific talents of these students are embraced and accommodated, regardless of their physical ability, the overall welfare of the geosciences as a discipline is enhanced. This paper describes ongoing research into the development of one specific VFT: an electronic recreation of Mammoth Cave National Park for the Introduction to Cave and Karst Systems field course at the Ohio State University (OSU). This paper focuses on the theoretical processes necessary to conduct qualitative inquiry for the purpose of developing an accessible, alternative field-based learning environment. Grounded theory and critical theory are contrasted as two possible guiding frameworks. Three roles for the researcher are compared: researcher-as-observer, participant-researcher, and action-researcher. Phenomenology is discussed as the preferred methodological choice for this research, and attendant methods are described. Finally, a discussion of validity and reliability issues is provided. This paper is intended to serve as a guide for future researchers embarking on qualitative studies similar to this one.

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Section: Research Objective 1: the Construction Of Geological Knowledmentioning

confidence: 99%

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Atchison¹,

Feig

2011

Qualitative Inquiry in Geoscience Education Research

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“…Field-based learning differs from conventional study trips where students typically visit the field as passive observers, in that it involves greater opportunities for autonomous research and self-discovery (Krakowka, 2012), deeper immersion through an intense and exclusive focus on one subject or class (Thomas & Roberts, 2009), and often, collaboration both among visiting students (Munge et al, 2018, p. 46) and with local students, residents, and/or communities (Krakowka, 2012;Marchioro, 2009). Such collaboration can strengthen intercultural understanding and learning both among visiting and local students (Hoalst-Pullen & Gatrell, 2011), enabling a shift from a teacher-dependent approach toward greater autonomy through joint activities such as group-based problem-oriented inquiry, data gathering and analysis (Hanson & DeIuliis, 2015;Kent et al, 1997).…”

Section: Field-based Learning: Disruptions Triggered By Bottom-up Exp...mentioning

confidence: 99%

Learning Through Disruptions: Equipping Students to Cope With Challenging Contexts Through a Field-Based Course in Africa

Blasco

Langevang

Jeppesen

2022

Journal of Management Education

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Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students’ taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to “bottom-up” manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing “dissonances”—feelings of discomfort—that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.

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“…1.4.2 | Consider the context of the UFE UFEs can be highly variable in format (Lonergan & Andresen, 1988;O'Connell et al, 2020;Whitmeyer et al, 2009b). For example, some are strictly disciplinary , others interdisciplinary (Alagona & Simon, 2010); they might occur locally (Peacock et al, 2018), in short duration (Hughes, 2016), over an entire course (Thomas & Roberts, 2009), or as a summer…”

Section: Ta B L E 1 (Continued)mentioning

confidence: 99%

“…UFEs can be highly variable in format (Lonergan & Andresen, 1988; O’Connell et al, 2020; Whitmeyer et al, 2009b). For example, some are strictly disciplinary (Jolley, Brogt, et al, 2018), others interdisciplinary (Alagona & Simon, 2010); they might occur locally (Peacock et al, 2018), in short duration (Hughes, 2016), over an entire course (Thomas & Roberts, 2009), or as a summer research experience held at a residential field station (Hodder, 2009, Wilson et al, 2018). O’Connell et al (2021) comprehensively describe and organize the evidence for how student factors such as student identity, prior knowledge, and prior experience and design factors such as setting and social interaction influence learning in the variety of UFE formats (O’Connell et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

A resource for understanding and evaluating outcomes of undergraduate field experiences

Shortlidge

Jolley

Shaulskiy

et al. 2021

Ecology and Evolution

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Conducting research, collecting data, and teaching students outside of a laboratory or classroom setting are commonplace across disciplines. For many scientists, being "in the field" is paramount to the work that they do (Cutter, 1993;Rudwick, 1996;Wilson, 1982).Therefore, in numerous disciplines, engaging undergraduates in experiences that take place in the field ais not only expected and intuitive (Dressen, 2002), but also considered central to training

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Experience One: Teaching the geoscience curriculum in the field using experiential immersion learning

Cited by 7 publications

References 0 publications

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Learning Through Disruptions: Equipping Students to Cope With Challenging Contexts Through a Field-Based Course in Africa

A resource for understanding and evaluating outcomes of undergraduate field experiences

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