Experiences of using mobile technologies and virtual field tours in Physical Geography: implications for hydrology education

Kingston, Daniel G.; Eastwood, Warren J.; Jones, Phil; Johnson, Roger L.; Marshall, Stuart; Hannah, David M.

doi:10.5194/hess-16-1281-2012

Cited by 23 publications

(26 citation statements)

References 19 publications

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“…To avoid the high financial and time investment some researchers have experimented with innovative methods such as mobile technologies, virtual field tours, and campusbased fieldwork (Kingston et al, 2012;Krakowka, 2012;Oliver et al, 2018;Stainfield, Fisher, Ford, & Solem, 2000), generally with positive results. Field teaching can be both lecturer-centred, student-centred or a combination of both.…”

Section: Theorymentioning

confidence: 99%

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Loon

2019

Journal of Geography in Higher Education

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Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organise and present information. Questionnaire results showed that, over the implementation period, students' perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other's projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.

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Section: Theorymentioning

confidence: 99%

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Loon

2019

Journal of Geography in Higher Education

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“…"Mobile learning" means learning with mobile media (e.g. smartphone, phablet, tablet) (Kingston et al, 2012), i.e. learning whatever the situation and whenever.…”

Section: Conceptual Design Of the Schwingbachtal Ar-appmentioning

confidence: 99%

Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

Aubert

Schnepel

Kraft

et al. 2015

Preprint

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Abstract. This paper addresses education and communication in hydrology and geosciences. Many approaches can be used, such as the well-known seminars, modelling exercises and practical field work but out-door learning in our discipline is a must, and this paper focuses on the recent development of a new out-door learning tool at the landscape scale. To facilitate improved teaching and hands-on experience, we designed the Studienlandschaft Schwingbachtal. Equipped with field instrumentation, education trails, and geocache, we now implemented an augmented reality App, adding virtual teaching objects on the real landscape. The App development is detailed, to serve as methodology for people wishing to implement such a tool. The resulting application, namely the Schwingbachtal App, is described as an example. We conclude that such an App is useful for communication and education purposes, making learning pleasant, and offering personalized options.

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“…By mobile technology, we refer to portable and personal devices such as portable gaming devices, Personal Digital Assistants (PDA), tablets and mobile phones, which are the technologies commonly used for mobile learning (Marwan, Madar, & Fuad, 2013;Pegrum, Oakley, & Faulkner, 2013;Kingston et al, 2012;Naismith, Lonsdale, Vavoula, & Sharples, 2004 ). Stav, Nielsen, Hansen-Nygard, and Thorseth (2010) presented a study on Student Response System (SRS) technology.…”

Section: Identifying Mobile Technologies and Their Usesmentioning

confidence: 99%

Examining the progression of mobile technologies and their applications to learning environment: Implications for m-learning in Africa

Dankasa¹

2014

IJRSET

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Mobile technologies are promising features that point to the future of instruction and learning. This paper reviews literature on mobile technology in order to identify areas of focus for researchers with interest in Africa towards contextualizing the use of mobile technology for mobile learning (m-learning) within the African experience. It examined the uses of mobile technologies as explored by researchers and pointed out the benefits and drawbacks. This paper extracted the recommendations of researchers on how to overcome or correct the setbacks to the implementation of mobile technology into the learning environment. It recommended offline access to learning materials on mobile devices to be seriously contemplated for m-learning in Africa. There is need for further research in the developing world of Africa to measure the outcome of offline mobile learning and its effects on cost reduction, and to develop theoretical frameworks that will evaluate programs, learners and instructors for building effective instructional design using the mobile technologies. This paper draws a roadmap and sets the ball rolling for designers of mobile learning modules, instructors and researchers in the field of education to work in situating learning with mobile technology as a method of choice in the learning environment. It also demonstrates to learners the much functionality their mobile devices offer them in attaining their educational goals.

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Experiences of using mobile technologies and virtual field tours in Physical Geography: implications for hydrology education

Cited by 23 publications

References 19 publications

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

Examining the progression of mobile technologies and their applications to learning environment: Implications for m-learning in Africa

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