Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes
Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes
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面对面和虚拟大峡谷本科生实地考察学习成果的比较
DOI：
10.1080/10899995.2023.2186067
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发表时间：
2023
影响因子：
--
通讯作者：
Semken, Steven
中科院分区：
文献类型：
--
作者：
Ruberto, Thomas;Mead, Chris;Anbar, Ariel D.;Semken, Steven
实地学习是地球科学的基础，但成本、可及性和其他限制限制了平等获得这些经验。随着技术的进步提供了更加身临其境和以学生为中心的虚拟现场体验，它们可能在地球科学教育中发挥越来越大的作用。它们还可以作为提供高质量在线教学的重要工具，无论是向完全在线学位的学生、参加面对面/远程混合课程的学生，还是在 COVID-19 大流行期间等面对面学习受到干扰的学生。这项混合方法研究比较了大峡谷国家公园现场 (ipFT) 和虚拟 (iVFT) 地球科学实地考察的学习成果，每一次都强调了大不整合面。参与者包括初级和高级地质学学生。在 ipFT 中，学生们在课程讲师的指导下，沿着峡谷边缘的解说时间轨迹集体探索峡谷。在 iVFT 中，学生们单独探索峡谷并研究河流层面的地质情况。 360° 球形图像锚定 iVFT，并作为编程叠加的框架，实现主动学习并允许自适应反馈。我们使用共同的措施评估了两次旅行的认知和情感结果。回归分析表明 iVFT 与显着提高的学习收益相关。 ipFT 学生在旅行前的积极情绪分数显着较高，反映出他们对旅行的兴奋。总的来说，我们的结果提供了明确的证据，表明高质量的 iVFT 可以比 ipFT 带来更好的学习收益。尽管实地考察不仅仅用于内容学习，但这一发现可能会鼓励在课程作业中更多地使用 iVFT。
Field learning is fundamental in geoscience, but cost, accessibility, and other constraints limit equal access to these experiences. As technological advances afford ever more immersive and student-centered virtual field experiences, they are likely to have a growing role across geoscience education. They also serve as an important tool for providing high-quality online instruction, whether to fully online degree students, students in hybrid in-person/remote programs, or students experiencing disruptions to in-person learning, such as during the COVID-19 pandemic. This mixed-methods study compared learning outcomes of an in-person (ipFT) and a virtual (iVFT) geoscience field trip to Grand Canyon National Park, each of which highlighted the Great Unconformity. Participants included introductory and advanced geology students. In the ipFT, students collectively explored the Canyon through the interpretive Trail of Time along the Canyon rim, guided by the course instructor. In the iVFT, students individually explored the Canyon and studied its geology at river level. 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable active learning and allow for adaptive feedback. We assessed cognitive and affective outcomes in both trips using common measures. Regression analysis showed the iVFT to be associated with significantly greater learning gains. The ipFT students had significantly higher positive affect scores pre-trip, reflecting their excitement for the trip. Overall, our results provide clear evidence that high-quality iVFTs can lead to better learning gains than ipFTs. Although field trips are employed for more than just content learning, this finding may encourage greater use of iVFTs in coursework.
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