Building an Online Field Course Using Digital and Physical Tools Including VR Field Sites and Virtual Core Logging

Autor/inn/en	Gregory, Daniel David; Tomes, Heidi Elizabeth; Panasiuk, Sofia L.; Andersen, A. Julia
Titel	Building an Online Field Course Using Digital and Physical Tools Including VR Field Sites and Virtual Core Logging
Quelle	In: Journal of Geoscience Education, 70 (2022) 1, S.85-100 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.1946361
Schlagwörter	Online Courses; Field Instruction; Geology; Introductory Courses; Computer Simulation; Science Instruction; College Science; Undergraduate Students; Curriculum Development; Cartography; Student Attitudes; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Praxisklasse; Historische Geologie; Einführungskurs; Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kartenkunde; Kartografie; Schülerverhalten; Unterrichtserfolg
Abstract	The capstone course for many Earth Science programs is a field course. To increase accessibility and to create a substitute in light of the cancellation of in-person courses due to the COVID-19 pandemic, we developed an online introductory field geology course. The course consisted of six different modules. The first was a virtual reality room, with 3-D rendered outcrops, designed to teach notebook skills and establish an effective learning community. This was followed by a module that taught orienteering and map datums. The third module taught field structural geology and utilized 3-D printed blocks and compasses sent to the participants. The next module consisted of a virtual field site in Google Earth built using a combination of videos, air photos, still photos, and hand samples sent to participants. These tools, along with provided structural measurements, were used by students to create a geologic map. The fifth module introduced core logging to students, a topic rarely covered in field mapping courses but nevertheless a critical skill for students pursuing a career in the mining and related industries. The final module introduced detailed geologic mapping, such as that done in pit, trench, or underground tunnel mapping. We assessed the success of these techniques in meeting the learning objectives using a combination of instructors' observations, targeted rubrics, and two student feedback forms. While the course was generally deemed effective at meeting the learning objectives, some important potential improvements were identified, such as the addition of a group assignment using geologic maps at the beginning of the course. This additional module will give students an important background in geologic maps and encourage groupwork and idea sharing. Equipped with these skills, they will be better prepared and remain engaged for the remainder of the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01