Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

Bond, Clare E.; Pugsley, Jessica H.; Kedar, Lauren; Ledingham, Sarah R.; Skupinska, Marianna Z.; Gluzinski, Tomasz K.; Boath, Megan L.

doi:https://doi.org/10.5194/gc-5-307-2022

Articles | Volume 5, issue 4

Geosci. Commun., 5, 307–323, 2022

https://doi.org/10.5194/gc-5-307-2022

© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.

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

Geosci. Commun., 5, 307–323, 2022

https://doi.org/10.5194/gc-5-307-2022

© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.

Articles | Volume 5, issue 4

Research article

06 Oct 2022

Research article | 06 Oct 2022

Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

Clare E. Bond et al.

Supplement

https://doi.org/10.5194/gc-5-307-2022-supplement

Data sets

Learning outcomes, learning support and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions C. Bond https://doi.org/10.20392/89c5596a-7d0b-44fa-bd1a-f40b18f45b94

Short summary

Virtual field trips are used to engage students who are unable to go into the field with geological field work. Here, we investigate the perceptions of staff and students before and after a virtual field trip, including the investigation of the success of mitigation measures designed to decrease barriers to engagement and inclusion. We conclude that negative and positive perceptions exist and that effective mitigation measures can be used to improve the student experience.