GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Abstract

Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as “flipped classrooms” and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents.

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

“…The findings of this study are consistent with previous ones [17,26,38]. However, these issues must be the subject of further research to support especially the teachinglearning processes, for example, by developing ontologies, layers of knowledge management, and semantic web interfaces for students and future professionals.…”

“…Challenges of learning GIS Rickles and Ellul [38] This paper examines some of the challenges facing learners of GIS in interdisciplinary research projects Mathews and Wikle [26] This study assesses the pedagogical approaches used to teach GIS&T courses and identifies the challenges associated with teaching GIS&T Han [17] The transmission of capabilities, opportunities, and challenges for educators and students is discussed…”

Towards a holistic framework for delivering quality GIS education within and across disciplines

“…Many scholars, like Sui (1995), Clark, Monk, and Yool (2007), and Mathews and Wikle (2019), have looked at different instructional styles, strategies, and approaches for imparting GIS KSA to students. Recognizing that what works in one course, discipline, or institution may not necessarily work elsewhere due to student diversity, differential access to resources, and other factors, Sinton and Kensky (2020) cite DiBiase (2018) and note that “[a] one‐size‐fits‐all instructional model in GIS is not only futile but also outdated and unhelpful.” That said, there are two instructional strategies for achieving LAG and LWG processes put forward by Sui (1995, p. 581); that is, “teaching about GIS” (TAG) and “teaching with GIS” (TWG), respectively.…”

“…Although many GIS instructors at institutions of higher learning view GIS software‐based exams and projects as the best tools for assessing GIS learning (Matthews & Wikle, 2019), there appears to be some reluctance to give in‐class hands‐on GIS exams. This is due to factors like: (a) regular lab assignments formatively indicating that students are gaining expected competencies; (b) concerns about technological malfunctions during exams and (i) the uncertainty of resolving them, (ii) their potential impacts on student morale and motivation, or (iii) their implications on individual student exam completion times; plus (c) the definitions, grading, and scoring of acceptable deliverables.…”

“…A sound GAI is grounded in course content, readable, authentic, challenging, and reliable in measuring students' KSA in GIS (e.g., Baker et al., 2015; Downs, 2011; Huynh & Sharpe, 2013; Schulze, Kanwischer, & Reudenbach, 2013). It is also minds‐on, hands‐on, and “body‐on” like the GIS subject (AP GIS&T Study Group, 2017; Mathews & Wikle, 2019). These aspects can be addressed in a multipart GAI made up of: (a) a traditional classroom test comprising multiple choice (MC) and free response (FR) questions; and (b) a generously timed (i.e., days or weeks‐long) applied GIS project that can be done “at home” (AP GIS&T Study Group, 2017).…”