Literaturnachweis - Detailanzeige
| Autor/inn/en | Heintzman, Ryan; Brandi, Aldo; Kelley, Madeline; Marvin, M. Colin |
|---|---|
| Titel | A Physical Geography Lab's Online Transition: Student and Instructor Insights Using iGEO Video Games during the Pandemic |
| Quelle | In: Journal of Geography, 122 (2023) 3, S.57-65 (9 Seiten)
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| Zusatzinformation | ORCID (Heintzman, Ryan) ORCID (Brandi, Aldo) ORCID (Kelley, Madeline) ORCID (Marvin, M. Colin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-1341 |
| DOI | 10.1080/00221341.2023.2216705 |
| Schlagwörter | COVID-19; Pandemics; Physical Geography; Geography Instruction; Laboratories; Video Games; Educational Technology; Undergraduate Study; Online Courses; Gamification; Program Effectiveness; Grades (Scholastic); Student Adjustment; Student Characteristics |
| Abstract | The COVID-19 pandemic forced educational institutions around the globe to close or move to a remote format. This article focuses on the transition of an in-person undergraduate physical geography lab to online synchronous learning during the Fall 2020 semester. Findings suggest the importance of abundant learning materials as well as showing similar experiences across different groups of students. In addition, we captured the experiences of lab instructors over time. Ultimately, even as education transitions post-pandemic, these findings highlight the usefulness of extensive/intensive learning, and course flexibility in a synchronous, online, active-learning physical geography lab course. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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