Virtual field trips as a tool for indirect geomorphological experience: A case study from the southeast part of the Gulf of Corinth, Greece

Abstract

Abstract. Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students’ education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool, through which one can virtually see any place in the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following Geomorphology course of the Faculty of Geology and Geo-environment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses, not only in Greece, but in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative and/or substitute of in situ field work and as a means of preparation for “live” field trips, by taking into consideration the students’ views, through an anonymous questionnaire. Our findings suggest that virtual fieldtrips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.

Exploring the Opportunities of Virtual Fieldwork in Teaching Geography During Covid-19 Pandemic

“…Teachers take their own photos and videos from the field and send them through WhatsApp and Facebook to their PLN chat groups. This concurred with study of (Bos et al, 2021;Çaliskan, 2011;Evelpidou et al, 2021;Fuller et al, 2021;Haris & Osman, 2015;Ruan et al, 2021;Sanchez, 2009;Thorndycraft et al, 2009) who reasoned that images, photographs and other applications like google earth and google maps are tools used to foster virtual reality in geography and ecology (Bacon & Peacock, 2021) instructions.…”

“…Recent studies concur with the efficiency of virtual fieldwork by arguing that it must not be substituted with real-physical fieldwork. Fieldwork provide a useful environment for alternative fieldwork in times of covid-19 lockdown, however, it must not substitute real fieldwork and can be used to prepare live fieldwork (Evelpidou et al, 2021). This was in tandem with the research by Fuller et al (2021) who posit that virtual fieldwork must be seen as another methodology during covid-19 restriction period rather than substituting real fieldwork.…”

“…The main characteristics of a virtual fieldwork is that there is no physical visit of the area, but there is remote visit and manipulation of the environment through computers and its related software packages. Learners and facilitators can visit and see their areas of interest with their gadgets in the classroom through photos, videos and remote sensing satellite images (Evelpidou et al, 2021). In a recent study, it was revealed virtual fieldwork give learners the opportunities to visit inaccessible areas (Bacon & Peacock, 2021) in their virtual or physical classrooms.…”

Geoscience Fieldwork in the Age of Covid-19 and Beyond: Commentary on the Development of a Virtual Geological Field Trip to Whitefish Falls, Ontario, Canada

“…Field trips and fieldwork have long been part of both the graduate and undergraduate curriculum in the Earth and environmental sciences [1,2]. Indeed, such experiences are seen as an important training ground where crucial geoscientific skills and information are disseminated [3].…”

“…Nonetheless, the COVID-19 situation brought VFTs to a more widespread and mainstream educational standpoint. This is reflected in both the scientific and geoscience education literature where an influx of recent works is apparent [1,2,[33][34][35][36]. In addition, organisations such as the National Association of Geoscience Teachers (NAGT) have built spaces for the compilation of "remote field experiences" emphasising the growing importance of this topic [37].…”