Geoscience Communication
Geoscience Communication
GC
Articles | Volume 4, issue 2
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:
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

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Natural fracture patterns at Swift Reservoir anticline, NW Montana: the influence of structural position and lithology from multiple observation scales
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Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions
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Cited articles

Anell, I., Lecomte, I., Braathen, A., and Buckley, S. J.: Synthetic seismic illumination of small-scale growth faults, paralic deposits and low-angle clinoforms: A case study of the Triassic successions on Edgeøya, NW Barents Shelf, Mar. Petrol. Geol., 77, 625–639, https://doi.org/10.1016/j.marpetgeo.2016.07.005, 2016. 
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Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S., and Conchie, S.: Fieldwork is good: The student perception and the affective domain, J. Geogr. Higher Educ., 31, 299–317, https://doi.org/10.1080/03098260601063628, 2007. 
Butler, R.: Teaching geoscience through fieldwork, Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences, ISBN 1-84102-1458-8, available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/gees_guides_rb_teaching_geoscience_1568036903.pdf (last access: 9 April 2021), 2008. 
Carbonell Carrera, C. and Bermejo Asensio, L. A.: Augmented reality as a digital teaching environment to develop spatial thinking, Cartogr. Geogr. Inf. Sc., 44, 259–270, https://doi.org/10.1080/15230406.2016.1145556, 2017. 
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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.
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