Virtual fieldtrips and climate change education for tourism students

Abstract

While the pedagogical benefits of fieldtrips have long been recognised our ever increasing understanding of the impacts of flying on climate change is presenting educators with a poignant dilemma; the many benefits long associated with international fieldtrips are at odds with the world community's needs in limiting/halting climatic change. In response, the paper presents the concept of a VRbased virtual fieldtrip as an innovative and carbon-sensitive type of (educational) travel. The paper not only makes the case for virtual fieldtrips as a meaningful learning tool but also explores both the virtual fieldtrip's impact on Greenhouse Gas emissions and climate change-related learning. On both accounts the initial findings in this paper are very encouraging. More in-depth research is now required to not only develop a deeper understanding of the full breadth of benefits, but also of the diverse weaknesses presented by virtual fieldtrips and how to negotiate them.

Digital Transformation in Tourism Education

“…Cheung, Wan and Chan (2018, 10) point out that "training should be able to empower teachers to think about, or work with the technology in more different ways, rather than just teaching them how to use it". Besides, teachers should feel encouraged to use technology-based strategies on account of its ease-of-use and versatility in realising learning outcomes, and especially in meeting the needs of diverse student profiles (Patiar, Ma, Kensbock and Cox 2017;Schott 2017;Schaffer 2017).…”

“…One of the most relevant facets of digital technology, and in particular of virtual reality, is the possibility it presents for the development of situated understanding of contents (Chiao, Chen and Huang 2017). Thus, teaching and learning strategies grounded in the use of virtual reality (Web 3.0), as well as game-based learning, for instance, support and enhance field work experience based on industry needs, fostering authentic learning experiences through narratives (Patiar, Ma, Kensbock and Cox 2017;Schaffer 2017;Schott 2017). In fact, virtual reality environments in Tourism are emergent, in particular because they allow for innovation through real-world simulation (Chiao, Chen and Huang 2017), subsequently promoting students' self-confidence and critical thinking (Schott 2017).…”

“…Thus, teaching and learning strategies grounded in the use of virtual reality (Web 3.0), as well as game-based learning, for instance, support and enhance field work experience based on industry needs, fostering authentic learning experiences through narratives (Patiar, Ma, Kensbock and Cox 2017;Schaffer 2017;Schott 2017). In fact, virtual reality environments in Tourism are emergent, in particular because they allow for innovation through real-world simulation (Chiao, Chen and Huang 2017), subsequently promoting students' self-confidence and critical thinking (Schott 2017). The integration of authentic virtual settings in Tourism Education thus leverages students' engagement and interaction at a deeper level, boosting their intrinsic motivation (Chiao, Chen and Huang 2017;Schott 2017).…”

“…In fact, virtual reality environments in Tourism are emergent, in particular because they allow for innovation through real-world simulation (Chiao, Chen and Huang 2017), subsequently promoting students' self-confidence and critical thinking (Schott 2017). The integration of authentic virtual settings in Tourism Education thus leverages students' engagement and interaction at a deeper level, boosting their intrinsic motivation (Chiao, Chen and Huang 2017;Schott 2017).…”

“…Notwithstanding, several authors (e.g. Patiar, Ma, Kensbock and Cox 2017;Schott 2017;Schaffer 2017) conclude that there is evidence of the learning effectiveness of technology use, as well as a good acceptance of digital technology within Tourism Education settings (Chiao, Chen and Huang 2017, 29), in particular of virtual reality solutions (e.g. : Second Life environments or tour-guiding platforms such as the Cultural Tourism Digital Guiding Platform or InstaVR platform).…”