Comment on gc-2021-36

All data and results need to be clearly written and evidence-based (See later comments in review). Readers should understand the difference between an instructor(author) reflection and a claim supported by data.


Introduction
Defining the common acronyms for VFE's, VFT's, or VLE's might be helpful here for the reader (if you plan to use one throughout your piece).
There are published materials comparing traditional and virtual field experiences in the geosciences prior to COVID. I would suggest looking again. Namely, take a look GSA abstracts from 2009 onwards for authors reporting on comparisons (those authors will have peer reviewed materials that can support your work). One such work looks at student field experiences in a videogame vs. real life (Dohaney et al 2012).
I would recommend clearly writing out the research questions for the reader rather than alluding to "your focus" or weaving together your "we are interested in" statements. Having clearly stated RQs allows the data and results to be judged against those RQs, and the strength of your evidence more accurately weighed.
Line 66 What do you mean by learning ability? This is a vague term, and would benefit from specific language like "learning gains", retention of information, or other more specific language that is useful in education research Line 67/68/69/70 Reference Novelty Space research by Orion Is going to a new physical location, and encountering new people and places of a similar impact to students' novelty space as trying new online software?. I would argue otherwise, but happy to be incorrect if there is research that backs this claim. Look for research on novelty space and educational technology to support your ideas here.
Line 74 Is learning to be measured in this article? If so, foundational literature will be needed to establish your measure for learning. If it isn't measured, then you need to be clear that it is student perceptions of learning (not actual measures of learning) being captured.
Line 79 online questionnaires? A survey is different from a questionnaire 2 Course Design In this section you tell us about your considerations when designing the curriculum, but you don't actually tell us what the final design was (in a clear way -it's woven together). A course design section should tell us what the design was/is.
To support replication or comparisons of the curriculum, it is recommended to include responses to the following checklist of questions: Did the learning take place in the classroom (lecture), laboratory, field or other type of learning environment? Was the mode of learning and interaction with students predominantly in person, online or in blended mode? Who is the curriculum appropriate to? Describe the level and demographic information (if appropriate, and if ethical approval was granted) Is this learning appropriate to other groups of students not described in this research? (e.g., appropriate to all levels of education, etc.) How many learning activities are you describing? What is the duration of the learning activities? What types of learning activities are you describing? What academic disciplines would this curricula be appropriate for? Are the students assessed? Describe the assessment. What type of student interactions are there? Do they work independently, paired, or in groups? Where can the wider teaching community access the full curriculum detail? Are there additional curricular materials that could be provided to the reader to support the learning and teaching process? (Provide a permalink/doi to a source of information, or within an appendix) In what country(ies) did the learning and research take place? What institution(s) participated in the learning and research? How many were there? What kind of institution(s)? (Imagine that someone reading doesn't know the difference between types of institutions in your home country) What course(s) or class(es) did the learning take place? What topics are being taught in this course?
Check your writing against the above to make sure that this information is covered in your description.
Line 96 What are the learning outcomes of this virtual curriculum? They should be listed for the reader. (Are these the questionnaire questions? If so, be explicit and include them in-text) Line 100 what do you consider cohort cohesion? Connect this to educational literature. Do you mean student relating to one another, forming social bonds? Do you mean students working together as a team? Whatever best fits your ideas here, please present literature to support it and define it.
Line 104 Is data from the initial questionnaire included in this article? If so, this is considered results. Those results should be included in the results section, rather than a course design section. Revisit the prompts above for what specific information should be included in a course design section.
Line 110 Any dataset must be described in terms of how many people were invited to participate and how many responded to the questionnaire (in this case). All of this information is included in the methods section (Section 3?) There is no description of the research design approach (i.e., your philosophical perspectives, paradigm, and the specific methodology applied). Is this a case study? Is this a mixed methods study? Describe specifically the research design used in this research.
Here are some specific questions that should help provide useful information: What are your research questions in this study? What is your approach to the research? What research methodology and paradigm are you using? What research method(s) are you using in this study? Describe in detail. What empirical or anecdotal evidence have you gathered to support your research questions? What kind of evidence and data was gathered? How much evidence/data was collected? What kind of phenomena are you attempting to measure/characterise? (student learning, perceptions, attitudes, performance, behaviours…etc?) Describe the recruitment, sampling, and approved ethical human research process of gaining consent for the research Who are the students? Here are some questions that should provide useful information: How many students/participants are there? (Important note: please indicate the difference between how many students participated in the curriculum, vs. how many consented to participating in the research) What level of education are they currently undertaking? What year of study are they current undertaking? What degree programme or majors are they undertaking?
-What key demographic information can you include that helps us understand who they are and how that relates to your research questions/curriculum outcomes? (Gender, age, race, ethnicity, languages, disability, prior academic experience, nationality, immigration status, and/or social class, amongst other factors)

Questionnaire Design
You should incorporate the literature on why the use of those specific question formats are needed here. Why Likert scales? Why open questions?
Line 114. Very important: Was ethical approval to conduct this research approved by your institution? Any and all data collected from human beings needs to be approved by a higher education institutional body. Your university will have specific guidelines that need to be followed on how data is collected, stored, and the nature of inquiry (what kind of questions did you ask, and what risk and benefits are there from people participating in your study) Line 115 Who was invited to participate? Were there any exclusion criteria? Specifically how were the participants invited to participate (email, etc?).
Line 115 Describe the response rate to all of the questionnaires. The pre questionnaire (about access) should also be included here, if any of the data is discussed in the article.

Questionnaire Analysis
Line 141. What kind of coding were you doing? Please describe and reference the coding method used. Thematic analysis? Constant comparative analysis? Content analysis? Etc.
Line 147. The key themes are results -suggest moving those to the results section.

Internet access, student availability and other issues
What is the overall aim and purpose of this section? Is this a course design section or a results section?
Overall, there is a blend of information presented in this section. I interpreted section 4 to be a results section. A results section should describe and report on the data presented. There is a combination of course design materials, author (teacher?) reflections, and data combined into one. I think it should be clear to the reader which is which. In my experience, all course design information is presented in a specific section, and then the results of survey information is presented showing support for/reflection on/in critique of the course design. This way the information is clear to the reader, allowing them to judge for themselves. I would strongly suggest a reorganisation of the information in this way.

Internet access
Line 158-159 overly complex sentence, please amend Did you have permission from your institution to use the learning analytics described in this section? It wasn't mentioned in the methods section about the tracking of student sign-ins, and other data described here. Line 170+ . I think it's important that the content of these sections is results from the surveys and the internet data. Any course design information should be presented in the course design section prior. Try and separate out the types of data: course design elements, survey data, and internet data, etc. so it's clear to the reader.

Student availability and other issues
Many claims here not supported by data (or is it?).
Line 183/184. What is this statement based on? How do you know the student availability? What data supports this? Are these anecdotal events from students? Try and organise information supported by the data so that it's clear to the reader what the data says, versus what you say (the authors observations/interp of the data).

Quantitative statements
Line 200. How many staff and how many students responded to the questions? (put in text here) You use a 5-pt scale for most of your statements. Revisit how these data are conventionally analysed. Likert scale data (ordinal data) is most commonly approached differently than interval data.
Why did the authors use averages to describe the central tendency in your quantitative responses? Explain your thinking and choices when using central tendencies with regard to ordinal data. Medians are more appropriate here -what does the average of Strongly agree and Likely to be achieved and less likely to be achieved?
What statistical tests did you apply to the two groups of data to ascertain differences? Are your cohorts big enough to determine differences? A difference of averages is just thatit's a descriptor but not a conclusive results. You need to do paired comparisons of the groups (staff and students). It is not appropriate to apply t-tests to ordinal data, and so is more appropriate to use Mann-whitney and Kruskal Wallis tests to these data. Take a look at MW and KW tests.

Figures 2-4
Are box and whisker plots the best way to represent ordinal data? It is not the most common approach to these types of data. I worry it may be misrepresenting it. Have a think about how else this data might be more accurately represented.
There are copy editing errors (spelling) within, please amend 5.1.1 LOs Line 210. A reminder that the reader doesn't know the learning outcomes, so we can't really situate ourselves for what these statements mean with regard to how effective the virtual field trip was.
"Post-course, the IQR increased for both cohorts, 2-4 for students and 1-4 for staff. The average student response increased to 3.2 and remained fairly constant for staff at 2.6." -Is this the best way to describe changes to the data?
Revisit how pre and post-changes to survey data (with ordinal data) are normally characterised. If we compare groups (pre-vs. post; or staff vs student) we need to conduct statistical tests to do so. See my comment from above. Movements of the range does tell us something, but it needs to be communicated accurately (minium, maximum) rather than using IQR.
Broadly, the descriptive text here is difficult to read. Using a table to show the pre, post, median, and groups (students, staff) would create a shortcut for the reader. Then the writers can highlight the key CHANGES and the key DIFFERENCES between the groupsrather than spending time describing the numbers.
What is positive shift and what is a negative shift. Take a look at other research on how that is described and quantified in text and in plots. 5.1.2 Support + 5.1.3 All the same comments as above. All quantitative data needs to be revisited for how it is calculated, described and written about in-text and in the figures. Instead of treating the qualitative data as rich text, you've opted to apply quantitive methods to the qual data. I would include a reasoning of why you did this in the methods section.
Why not provide the codes and themes and include specific quotes that exemplify those themes? I find the text in these sections to be summaries of what is provided in Figure 5, instead of providing rich descriptions (Geertz) of what the participants felt, thought, and reflected upon the course and it's design.
What do we gain (as a reader and community) from the quantaitive results here? If the authors decide to include quantitative assessment of these data, a bulleted summary might be more effective. I do like adding the positive or negative framing of the results here. The % needs to be described in the caption for the reader -what does 20% vs 80% mean?

Discussion
There are two major flaws with the discussion section, as it is currently. First, the claims made about "what was found in this study" are not explicitly linked to evidence. And second, there is no linkages to the literature. In a discussion section, the authors need to connect their research to the existing literature. There is significant work done on educational technology and student and staff perceptions of virtual field experiences. You currently do not include any meaningful literature.
All claims must link to the evidence. It's not enough to paraphrase the results, the reader needs to see the connection. There are many claims made that don't explicitly link to the evidence provided. You cannot make claims that you don't have evidence for (e.g., students learned more from the virtual field trip -you didn't measure learning, etc.). Try and create some transparency to the reader about what are reflections from the authors (instructors) and what are discussions of the evidence (supported by data).

Were learning outcomes met?
Think about use of academic paragraphs in this section. When to start, when to stop, etc.
Line 328. Is this true? How do we know the LOs were met? Back this statement up (link directly to) the evidence.
Line 328 recognition by whom? Link to evidence Line 330 Sign-posting of evidence is needed throughout. E.g., reduced negative perceptions of online teaching (Statement 5 , Fig 3), etc.
"Students also recognised that they had more time to work on data, analysing and synthesising it to expand their understanding and learning" -where do we learn this? Is this referring changes in perceptions of time management? Line 338. If you include anecdotal information, be sure to be clear that the reader is aware of this 6.2 Were pre-identified concerns lived out, and were mitigations measures effective?
This section has a good balance of including links to evidence and discussion of the results.
How do you know which mitigations were more or less effective? (hint, unless the question was specifically asked, you don't). You can assume, but you don't have data to support it.

6.2.1
Line 359. Do you have evidence that students spent more time on tasks than normal? Line 363. Do you have evidence that students had a greater breadth and depth of learning? Did you measure learning? 6.2.4 Line 378. Did you get permission to use the students grades in this study? If you didn't get informed consent to use their scores/grades, you can't allude to it in the research.
6.3 Did the virtual field trip develop student cohesion and peer-peer learning?
Line 387 -benefits of in-person field experience (reference needed)