Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece

Evelpidou, Νiki; Karkani, Anna; Saitis, Giannis; Spyrou, Evaggelos

doi:10.5194/gc-4-351-2021

Cited by 19 publications

(29 citation statements)

References 29 publications

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“…Given the integral role Google Earth and Google Earth Pro play within many geoscience degrees, the onset of the COVID-19 pandemic led many universities to partially or fully replace their field trips with Google Earth-based alternatives (e.g. Evelpidou et al, 2021;Bosch, 2021).…”

Section: Additional Software: Google Earth Promentioning

confidence: 99%

Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future

et al. 2022

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Abstract. The advent of photorealistic, 3D computer models of cliff sections (virtual outcrops) has improved the immersive nature of virtual geological field trips. As the COVID-19 pandemic led to widespread national and international travel restrictions, virtual field trips (VFTs) became practical and essential substitutes for traditional field trips and accelerated the development of VFTs based on virtual outcrop data. This contribution explores two such VFTs delivered to a masters level Integrated Petroleum Geoscience course at the University of Aberdeen. These VFTs are based on traditional field trips that are normally run to the Spanish Pyrenees and Utah (USA). The paper summarizes the delivery mechanism for VFTs based on virtual outcrops and examines student perception, gauged primarily through questionnaires and learning outcomes. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student perception was very positive and comparable to satisfaction with the conventional trips. Staff feedback and student assessments suggest that the learning outcomes were satisfied and highlight the value of this method of teaching for students who are unable to attend the field trip and as an addition for those who can.

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Section: Additional Software: Google Earth Promentioning

confidence: 99%

Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future

et al. 2022

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“…As a result of the COVID-19 pandemic, Google Earth Web VFTs were created for several locations that instructors would otherwise be taking students to for physical field trips, such as Greece (Evelpidou et al, 2021b) and Colorado, USA (Mahan et al, 2021). A notable pre-pandemic general, public-focused implementation of Google Earth Web Earth projects as VFTs is Streetcar 2 Subduction, hosted by the American Geophysical Union (Rowe et al, 2020; https://www.agu.org/streetcar2subduction, last access: 25 January 2022).…”

Section: Designing Virtual Field Trips With Google Earth Webmentioning

confidence: 99%

From a virtual field trip to geologically reasoned decisions in Yosemite Valley

2022

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Abstract. This study highlights a geology of Yosemite Valley virtual field trip (VFT) and the companion exercises produced as a four-part educational activity to substitute physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth application with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360∘ street-level imagery, and user-submitted 360∘ photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between the general public and advanced undergraduate students, ensuring that VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration, as the viewer can dynamically change their vantage at each stop (i.e., guided-discovery learning). This interactive VFT format supports students' spatial skills and encourages attention to be focused on a stop's critical spatial information. The progression from VFT and mapping exercises to geologically reasoned decision-making results in high-quality student work; students find it engaging, enjoyable, and educational.

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“…pandemic led many universities to partially or fully replace their field trips with Google Earth-based alternatives (e.g. Evelpidou et al, 2021;Bosch, 2021).…”

Section: Additional Software: Google Earth Promentioning

confidence: 99%

Virtual Fieldtrips: construction, delivery, and implications for future geological fieldtrips

Pugsley

Howell

Hartley

et al. 2021

Preprint

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Abstract. Virtual geological fieldtrips have become increasingly popular over the last decade, with the advent of remote piloted vehicles (RPVs; drones) leading to progressively sophisticated photorealistic virtual outcrops (VOs). As the COVID-19 pandemic led to widespread international travel restrictions, virtual fieldtrips (VFTs) became practical, and necessary substitutes for traditional fieldtrips. This contribution explores two VFTs delivered to a master’s level Petroleum Geoscience course at the University of Aberdeen, normally run as traditional fieldtrips to the Spanish Pyrenees and Utah. The paper describes the delivery of these VFTs and examines student perception, gauged primarily through questionnaires. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student questionnaires reflect the satisfaction of group with the teaching method and feedback was more positive for the virtual fieldtrips than the equivalent real-world trips in earlier years. Our findings also highlight several notable advantages associated with VFTs, including the ability to examine geology data at a range of scales, financial and access inclusivity, and reduced environmental impact. Several disadvantages with VFTs were also highlighted, including a reduction in social cohesion, and missing out on the experience of travelling and being outdoors. Our findings highlight implications for future application of VFTs and the opportunity to utilise both traditional fieldtrips and VFTs within a blended learning approach.

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Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece

Cited by 19 publications

References 29 publications

Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future

Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future

From a virtual field trip to geologically reasoned decisions in Yosemite Valley

Virtual Fieldtrips: construction, delivery, and implications for future geological fieldtrips

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