Research on Teaching Geoscience with Virtual Field Experiences

Abstract

Field experiences are highly valued in geoscience education. However, logistical, financial, and accessibility challenges associated with fieldwork and rapid advancements in technology have all prompted geoscience educators to explore virtual field experiences (VFEs) as alternatives. Rigorous assessment of the effectiveness of VFEs has not kept pace with their implementation, but recent studies offer meaningful and actionable findings that can inform ongoing and future use of VFEs in geoscience education. We present a review of selected studies that address three significant aspects of this still-evolving modality. First, we examine current characterization and classification of VFEs. Second, we examine studies that evaluate the effectiveness of teaching with VFEs. Third, we extend this review to studies that compare VFEs with in-person field experiences (IPFEs). The studies we review demonstrate that VFEs are a valuable approach to teaching introductory geoscience content, even compared to IPFEs. ▪ Challenges associated with field geoscience education and improvements in technology have led geoscience educators to develop and implement virtual field experiences (VFEs) as teaching tools. ▪ VFEs are tested, practical, and effective alternatives to in-person field experiences in introductory geoscience education.