Focus on Technology: Virtual Field Trips: Going on a Journey to Learn Without Leaving School

Morgan, Hani

doi:10.1080/00094056.2015.1047316

Cited by 8 publications

(8 citation statements)

References 5 publications

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“…The convenience of VFTs is especially highlighted when they are applied to students with special needs who have difficulties in accessing the real field sites and usually visit fewer places than more advantaged students [25,26]. For those students, VFTs can be a good alternative to bridge the education gap between students with special needs and other students.…”

Section: Discussionmentioning

confidence: 99%

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Lee

Kim

et al. 2021

IJGI

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In this study, we evaluated affective components of the learning processes of students after being exposed to a virtual geology field trip of the Baengnyeong Island, South Korea. Changes in students’ cognition of and interest in science and scientific attitude were measured before and after exposure to the virtual field trip. We exposed 106 middle school students to the program and our results revealed that this program had a positive impact on their scientific attitude (p value = 0.014) but no significant changes were observed in the students’ cognition of and interest in science (p value = 0.166). The significant finding from this study was that the VFT program can bring positive scientific attitude as a component of affective learning process. The affective learning process influences the cognitive learning processes and eventually the academic achievement of the students can be improved. In the students’ satisfaction survey, the highest satisfaction level was in the convenience of the program. As access to Baengnyeong Island is limited, though the island is an ideal location for studying geological phenomena, the VFT can be a useful tool for instilling a positive scientific attitude in students via indirect field experience. It can be a good alternative to bridge the education gap between students with special needs who are less mobile and other students.

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Section: Discussionmentioning

confidence: 99%

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Lee

Kim

et al. 2021

IJGI

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“…Authentic education about environmental and ecological systems is best achieved with hands-on, outdoor student experiences (Fleischner et al, 2017;Costa et al, 2022). Studies show that increased access to smartphones, computers, and the internet (Morgan, 2015;Jones and Washko, 2022). Podcasts are one type of virtual experiential learning modality that can be effective in improving educational outcomes (Chester et al, 2011;Kay, 2012), especially in fields that benefit from experiential opportunities, such as environmental and ecological education (Vatovec and Balser, 2009;Hill and Nelson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Using Podcasts to Bring National Estuarine Research Reserves into the Classroom

Dirr,

Meyer-Gutbrod

2024

Oceanog

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In secondary and undergraduate classroom settings, there are significant challenges to exposing students to concepts related to Earth sciences and the environment. These challenges are exacerbated when conveying lessons about geographic areas with limited access, such as the ocean and coastlines. It is now more important than ever for environmental education to improve and adapt to our changing world. Educators may have the opportunity to bring these subjects to life by using media content such as podcasts to introduce students to new places and the scientists, managers, and educators who work in those spaces. Although education and public information sharing are part of the mission of the National Estuarine Research Reserve System (NERRS), there are few pathways for bringing reserves and the research, monitoring, and conservation associated with them into schools that are distant from NERRS sites. To address this educational gap, an instructor survey was conducted, and 43 responses were analyzed to identify best practices for secondary school and higher education lesson formats and assessment strategies. Based on this feedback, an introductory podcast series called “NERR or Far: The Reserves Are Where You Are” was created. This educational series is designed to increase access to regional conservation information and foster stewardship of our coastal resources.

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“…Although virtual field trips (VFTs) cannot completely replace physical field trips, they can be considered a solution to achieve the positive outcomes of field trips and remove the obstacles limiting field trips (Morgan, 2015). VFTs can be defined as computer-based simulations of an actual field trip, ensuring that users indirectly experience the targeted location and environment (Hosticka, Schriver, Bedell, & Clark, 2002, cited in Han, 2020a.…”

Section: Introductionmentioning

confidence: 99%

“…Well-planned VFTs help children discover new content, increase their knowledge, and understand the world, in addition to visiting places they have not seen (Morgan, 2020). Additionally, new visits by learners also contribute to developing their vocabulary (Morgan, 2015). Moreover, VFTs enable learners with special needs, who may encounter difficulties in physical field trips, to easily access places further away from their environment (Elleven, Wircenski, Wircenski, & Nimon, 2006).…”

Section: Introductionmentioning

confidence: 99%

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

ALAN

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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Field trips, which are a fundamental element of early childhood education, are activities that provide rich learning experiences for children. However, while planning these activities, factors such as security, permission processes, costs, and the attitudes of families bother early childhood teachers. In addition, it becomes impossible to conduct field trips during periods when mobility is restricted, such as the pandemic. Virtual field trips are considered a solution to eliminate these obstacles that limit traditional field trips. However, there is a significant gap in the literature regarding the implementation of virtual field trips in early childhood education. Based on these two points, this study aims to examine the experiences of kindergarten children and their parents regarding virtual field trips. The study, which was designed as an interpretive qualitative study, included 7 children attending kindergarten within the body of a primary school and their parents. Within the scope of the research, 5 virtual field trips were organized to different destinations, and the experiences of children and their parents were examined. As a result of this analysis, the outcomes of virtual field trips for children and families, factors that increase their effectiveness, and advantages and disadvantages of virtual field trips were revealed.

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Focus on Technology: Virtual Field Trips: Going on a Journey to Learn Without Leaving School

Cited by 8 publications

References 5 publications

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

Using Podcasts to Bring National Estuarine Research Reserves into the Classroom

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

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