Virtual Field Trips (VFTs) have a valuable role in supporting and enhancing real eldwork and empowering students who are disadvantaged nancially or physically. The development of good VFT and VFT tools is still in its infancy and full 'virtuality' is still many years away. This article traces the evolution of virtual eld trips, outlining their advantages and disadvantages and provides a brief overview of the materials and approaches currently becoming available.

A variety of innovations from UK institutions are described that tackle the problems of larger geography classes and more students. Each is set out according to a common format. The introduction sets these UK innovations in the particular context of developments in North American higher education and in the wider context of control and independence strategies for dealing with higher student: staff ratios.

No abstract