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

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...

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, Jessica H. Pugsley, Lauren Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, and Megan L. Boath

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

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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

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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.