A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning

Bond, Clare E.; Cawood, Adam J.

doi:https://doi.org/10.5194/gc-4-233-2021

Articles | Volume 4, issue 2

https://doi.org/10.5194/gc-4-233-2021

© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.

Special issue:

Virtual geoscience education resources (SE/GC inter-journal...

https://doi.org/10.5194/gc-4-233-2021

© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.

Articles | Volume 4, issue 2

Research article

|

19 Apr 2021

Research article |

| 19 Apr 2021

A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning

Clare E. Bond and Adam J. Cawood

Data sets

Stackpole Syncline eRock https://www.e-rock.co.uk/stackpole

Tarlair coastal exposure eRock https://www.e-rock.co.uk/tarlair

Short summary

Virtual outcrop models are increasingly used in geoscience teaching, but their efficacy as a training tool for 3D thinking has been little tested. We find that using a virtual outcrop increases the participants' ability to choose the correct geological block model. That virtual outcrops are viewed positively, but only in a blended learning environment and not as a replacement for fieldwork, and virtual outcrop use could improve equality, diversity and inclusivity in geoscience.