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A place-based approach to blended learning 基于地点的混合式学习方法
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-09-08 DOI: 10.1080/03098265.2022.2122032
Cadey Korson
ABSTRACT Flexibility in course provision is needed more than ever. Blended learning, flipped classroom approaches and experiential learning, re-envisioned within hyflex environments, offer mechanisms for addressing current challenges in tertiary education provision. Today, universities are more intensely considering online study as a way to diversify campus assets, student requests for choice in how and where they study (including the traditional brick-and-mortar experience) is more widespread, and the extent to which instructors are experimenting with online provision is staggering. In geography, a discipline grounded in physical places and local communities, developing flexible learning spaces that retain that engagement with place, regardless of where or how students are studying, is challenging. A pilot study examining Australian and Aotearoa New Zealand instructors’ understandings of blended learning and digital media content creation is used to develop a preliminary framework for place-based blended learning. This framework responds to changing student and instructor needs and digital transformations in teaching and learning yet fosters a sense of belonging and connection to place.
课程设置的灵活性比以往任何时候都更需要。混合学习、翻转课堂方法和体验式学习,在混合环境中重新设想,为解决当前高等教育提供的挑战提供了机制。如今,大学更加强烈地考虑将在线学习作为使校园资产多样化的一种方式,学生对学习方式和地点(包括传统的实体学习)的选择要求更为普遍,教师尝试在线教学的程度令人震惊。地理是一门以自然地点和当地社区为基础的学科,开发灵活的学习空间,无论学生在哪里或如何学习,都能保持与地点的联系,这是一项挑战。一项试点研究考察了澳大利亚和新西兰的教师对混合学习和数字媒体内容创作的理解,用于开发基于地点的混合学习的初步框架。该框架响应了不断变化的学生和教师需求以及教学和学习中的数字化转型,同时培养了归属感和对地方的联系。
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引用次数: 5
The effects of interdisciplinarity and internationality of group compositions in student fieldwork 小组作文的跨学科性和国际性在学生田野调查中的作用
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-09-04 DOI: 10.1080/03098265.2022.2119474
Hannah Arnold, C. Felgentreff, M. Franz, B. Higgs
ABSTRACT There is much anecdotal evidence of the benefits of fieldwork, but a small amount of research has been carried out on the value of fieldwork for student learning. Existing studies have focused on analysing fieldwork in mostly disciplinary and national contexts and the effects of interdisciplinary fieldwork on student learning have not been fully analysed. This paper aims to fill this gap by providing empirical evidence of the impact interdisciplinarity and internationality have on student learning while carrying out fieldwork. The case study consists of three field courses in Portugal in which biology, geography and geology students from Germany and Portugal took part. Based on a group interview with twelve students, their experiences, perceived learning outcomes and overall success of the fieldwork are evaluated. The results support the initial assumptions that interdisciplinary and international fieldwork adds value above and beyond the traditional field experience, and has a positive effect on the learning experience of the students. The students agree they have learned to better define their own study field and the interconnections with other disciplines. They also reported improved communication skills and methodological abilities and now feel better prepared to meet academic challenges and careers beyond campus.
关于实地考察的好处有很多轶事证据,但关于实地考察对学生学习的价值的研究却很少。现有的研究主要集中在分析学科和国家背景下的实地工作,而跨学科实地工作对学生学习的影响尚未得到充分分析。本文旨在通过在开展实地考察时提供跨学科和国际对学生学习的影响的经验证据来填补这一空白。该案例研究包括在葡萄牙的三门实地课程,来自德国和葡萄牙的生物学、地理学和地质学学生参加了这些课程。基于对12名学生的小组访谈,对他们的经历、感知的学习成果和实地工作的整体成功进行评估。研究结果支持了最初的假设,即跨学科和国际实地考察在传统的实地考察经验之外增加了价值,并对学生的学习经验产生了积极影响。学生们一致认为,他们已经学会了更好地定义自己的研究领域以及与其他学科的相互联系。他们还报告说,他们的沟通技巧和方法能力都得到了提高,现在感觉自己为迎接学术挑战和校外职业做好了更好的准备。
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引用次数: 1
Negotiating applied and critical perspectives within the geography curriculum 在地理课程中讨论应用和批判的观点
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-09-01 DOI: 10.1080/03098265.2022.2119475
T. Hall, N. Moore-Cherry
Changes that have impacted higher education systems internationally in recent years have included growth in participation rates accompanied by fee and funding reforms that have passed the financial burden of higher education from the state to the individual through higher student fees, increased marketisation and competition between disciplines and institutions, and increased scrutiny through metrics linked primarily to student satisfaction, graduate outcomes and employability. These changes have thrown the question of the “value” of a university education into ever sharper relief, where value is increasingly measured in terms of graduate employability and earning potential, but also, perhaps, through the contributions of universities and their graduates to the social (and environmental) good. There is, then, growing pressure on university courses to demonstrate this value through both their relevance to addressing real world challenges and to producing graduates equipped with skills appropriate to rapidly changing and increasingly precarious job markets. Within Geography this highlights the ongoing relevance of long-standing debates about the potentials of applied geographies (Boyle et al., 2020; Coppock, 1974; Harvey, 1974; Pacione, 2004) and their incorporation into Geography higher education curricula. However, it also raises questions of how these applied perspectives might sit alongside more critical, theoretical perspectives within curricula. Most fundamentally it raises questions of the balance between applied and critical perspectives within Geography higher education curricula and whether one becomes privileged over the other. Exploring this further, we might imagine other pressing questions. Do these critical and applied perspectives sit alongside each other in situations of constructive dialogue, suspicion and hostility, or indifference? What does the co-presence of these perspectives say about the coherence of Geography curricula now, and what are the student experiences and understandings of this? Can, and how might, critical and applied perspectives work productively together and enhance the student experience and understanding of Geography and what challenges do they raise? Are there particular “spaces” in the curriculum where these perspectives are most productively deployed and explored
近年来,影响国际高等教育体系的变化包括参与率的增长,以及费用和资金改革,这些改革通过提高学生学费将高等教育的经济负担从国家转嫁给个人,增加了学科和机构之间的市场化和竞争,并通过主要与学生满意度、毕业生成果和就业能力相关的指标加强了审查。这些变化使大学教育的“价值”问题变得更加突出,价值越来越多地以毕业生的就业能力和收入潜力来衡量,但也可能通过大学及其毕业生对社会(和环境)的贡献来衡量。因此,大学课程面临着越来越大的压力,要求它们通过与应对现实世界挑战的相关性,以及培养具备适应快速变化和日益不稳定的就业市场的技能的毕业生,来证明这种价值。在地理学中,这突出了关于应用地理学潜力的长期争论的持续相关性(Boyle等人,2020;Coppock, 1974;哈维,1974;Pacione, 2004),并将其纳入地理高等教育课程。然而,它也提出了一个问题,即这些应用视角如何在课程中与更具批判性的理论视角并存。最根本的是,它提出了在地理高等教育课程中应用和批判观点之间的平衡问题,以及一种观点是否优于另一种观点。进一步探讨这个问题,我们可能会想到其他紧迫的问题。在建设性对话、怀疑和敌意或冷漠的情况下,这些批判和应用的观点是否彼此并存?这些观点的共存说明了现在地理课程的连贯性,学生对此的体验和理解是什么?批判性视角和应用视角能否,以及如何有效地协同工作,增强学生对地理的体验和理解,以及它们带来了什么挑战?课程中是否有特定的“空间”可以最有效地运用和探索这些观点
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引用次数: 3
A problem-based learning course to teach Brazilian biology students about the viral hepatitis from a health geography perspective 这是一门以问题为基础的学习课程,旨在从健康地理学的角度向巴西生物学学生讲授病毒性肝炎
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-06-22 DOI: 10.1080/03098265.2022.2087213
Cleilton Sampaio Farias, Ricardo Antunes Dantas de Oliveira, M. R. Luz
ABSTRACT In this study we designed, implemented, and evaluated a Problem-based Learning (PBL) course to teach undergraduate students about Viral Hepatitis from a Health Geography perspective. The course was attended by undergraduate students with no previous experience with PBL from a college in the Brazilian Amazon state of Acre. The course design was based on a combination of features from different PBL frameworks, allowing the students to gradually switch from a content-centered educational environment to a student-centered one. The PBL unit was based on an ill-structured real-life problem concerning the division of a hypothetical budget among actions to fight Viral Hepatitis in the state’s municipalities. Student problem solutions indicated that they learned basic Viral Hepatitis and Health Geography concepts. Furthermore, perceptions of their own learning demonstrated that students regarded their acquired problem-solving skills and their knowledge of the course subject as their main educational outcomes. We argue that the combination of different PBL frameworks, the gradual transition from lectures to active learning and the social relevance of the course subject to students are among the putative factors that contributed to the course’s success. This study, therefore, provides insights into the design of PBL courses for students inexperienced in active learning.
在这项研究中,我们设计、实施并评估了一个基于问题的学习(PBL)课程,从健康地理学的角度向本科生教授病毒性肝炎。该课程由来自巴西亚马逊州阿克的一所大学的本科学生参加,他们以前没有PBL的经验。课程设计结合了不同PBL框架的特点,使学生逐渐从以内容为中心的教育环境转变为以学生为中心的教育环境。PBL单位是基于一个结构不良的现实问题,即在州的市政当局中与病毒性肝炎作斗争的假想预算的划分。学生解答的问题显示,他们学习了基本的病毒性肝炎和卫生地理概念。此外,对自己学习的看法表明,学生将他们获得的解决问题的技能和对课程主题的知识视为他们的主要教育成果。我们认为,不同PBL框架的结合、从讲课到主动学习的逐渐转变以及课程对学生的社会相关性是促成课程成功的推定因素。因此,本研究为没有主动学习经验的学生设计PBL课程提供了一些见解。
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引用次数: 2
The 1964 freedom schools as neglected chapter in Geography education 1964年的自由学校是地理教育中被忽视的一章
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-06-13 DOI: 10.1080/03098265.2022.2087056
Derek H. Alderman, Bethany Craig, Joshua F. J. Inwood, Shaundra Cunningham
ABSTRACT Our paper revisits a neglected chapter in the history of geographic education–the civil rights organization SNCC and the Freedom Schools it helped establish in 1964. An alternative to Mississippi’s racially segregated public schools, Freedom Schools addressed basic educational needs of Black children while also creating a curriculum to empower them to become active citizens against White supremacy. Emerging out of a history of Black fugitive learning, Freedom Schools produced a critical regional pedagogy to help students identify the geographic conditions and power structures behind their oppression in the South and use regional comparisons to raise their political consciousness and expand their relational sense of place. Freedom Schools have important implications for higher educators, especially as contemporary conservative leaders seek to rid critical discussions of race from classrooms. They offer an evocative case study of the spatial imagination of the Black Freedom Struggle while pushing us to interrogate the inherent contradictions, if not antagonisms, between public higher education and emancipatory teaching and learning. Freedom Schools prompt a rethinking and expansion of what counts as geographic learning, whose lives matter in our curriculum, where and for whom we teach, and what social work should pedagogy accomplish.
我们的论文回顾了地理教育史上一个被忽视的篇章——民权组织SNCC和它在1964年帮助建立的自由学校。自由学校是密西西比州实行种族隔离的公立学校的另一个选择,它满足了黑人儿童的基本教育需求,同时也制定了一套课程,使他们能够成为反对白人至上主义的积极公民。自由学校源于黑人逃亡学习的历史,它提出了一种批判性的地区教学法,帮助学生识别他们在南方受到压迫背后的地理条件和权力结构,并利用地区比较来提高他们的政治意识,扩大他们的地方关系感。自由学校对高等教育工作者有着重要的意义,尤其是在当代保守派领导人试图从课堂上消除对种族的批判性讨论的情况下。他们为黑人自由斗争的空间想象提供了一个令人回味的案例研究,同时推动我们质疑公立高等教育与解放式教学之间的内在矛盾,如果不是对立的话。自由学校促使人们重新思考和扩展什么是地理学习,谁的生活在我们的课程中很重要,我们在哪里和为谁教书,以及教育学应该完成什么社会工作。
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引用次数: 1
Use of an augmented reality sand table for satellite remote sensing education 利用增强现实沙盘进行卫星遥感教育
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-06-13 DOI: 10.1080/03098265.2022.2087215
M. O'Banion, Nicholas Lewis, Michael W. Boyce, Jordan Laughlin, Deborah C. Majkowicz
ABSTRACT This experiment utilized advanced visualization technology for the delivery of an introductory remote sensing lesson in an undergraduate geography course. Given the numerous immersive visualization solutions available, it is now possible to leverage the capabilities of augmented, mixed, and virtual reality (AR, MR, and VR) technology in a classroom learning environment. For instructors, it is important to understand how advanced visualization technologies can enhance the learning experience and enable greater knowledge retention. To validate the use of an AR sand table/sandbox in a group academic setting, approximately 400 participants were evaluated to assess the impact on students’ retention of both foundational and practical remote sensing concepts. This work represents a between-subjects design with two AR sand table experimental groups (instructor sand table interaction, and student sand table interaction) and one control group with no sand table exposure. The use of the AR sand table in a classroom environment was found to improve retention of foundational remote sensing knowledge and elevate the assessment performance for subjects identified as lower performers.
本实验利用先进的可视化技术,在本科地理课程中提供遥感导论课程。考虑到众多的沉浸式可视化解决方案,现在可以在课堂学习环境中利用增强现实、混合现实和虚拟现实(AR、MR和VR)技术的功能。对于教师来说,重要的是要了解先进的可视化技术如何增强学习体验并使知识保留得更好。为了验证AR沙盘/沙盒在小组学术环境中的使用,对大约400名参与者进行了评估,以评估对学生保留基础和实用遥感概念的影响。本研究采用受试者间设计,包括两个AR沙盘实验组(教师沙盘互动和学生沙盘互动)和一个不接触沙盘的对照组。在课堂环境中使用AR沙盘可以改善基础遥感知识的保留,并提高被认为表现较差的科目的评估绩效。
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引用次数: 1
Understanding the ‘degree awarding gap’ in geography, planning, geology and environmental sciences in UK higher education through peer research 通过同行研究了解英国高等教育中地理、规划、地质和环境科学的“学位授予差距”
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-04-29 DOI: 10.1080/03098265.2021.2007363
Shivani Singh, J. Pykett, Peter Kraftl, Abdourahamane Guisse, Edward Hodgson, Uma Elena Humelnicu, Natasha Keen, Sarah Kéïta, Niamh McNaney, Alice Menzel, K. N’dri, Kouamé Junior N’goran, Grace Oldknow, Raïssa Tiéné, W. Weightman
ABSTRACT This paper draws on critical race theory to analyse testimonies from students that help explain why minoritised ethnic communities studying geography, planning, geology and environmental sciences in the UK, have a lesser chance of being awarded a ‘good’ degree (i.e. an upper second- or first-class), in comparison to White British people. There are very low levels of ethnic diversity across these subject areas. We conducted peer research, including student-led semi-structured interviews at one British university over a five-month period (involving 38 participants in total). Our analysis explores the processes of minoritisation owing to cultures of Whiteness. These relate to teaching and learning spaces, off-campus encounters, university societies, student representation/committees, social interactions, part-time employment and caring responsibilities. We conclude with a call for action to reframe and disassemble the ‘degree awarding gap’ through student and staff co-design of policies and actions that will not only confront, but also subvert exclusionary cultures of Whiteness in its various manifestations across university life.
本文利用批判种族理论来分析学生的证词,这些证词有助于解释为什么在英国学习地理、规划、地质和环境科学的少数民族社区与英国白人相比,获得“好”学位(即二等或一等)的机会更少。这些学科领域的种族多样性水平非常低。我们进行了同伴研究,包括在一所英国大学进行的为期五个月的由学生主导的半结构化访谈(总共涉及38名参与者)。我们的分析探讨了由于白人文化导致的少数化过程。这些涉及教学和学习空间、校外相遇、大学社团、学生代表/委员会、社会互动、兼职工作和照顾责任。最后,我们呼吁采取行动,通过学生和教职员工共同设计政策和行动,重新构建和消除“学位授予差距”,这些政策和行动不仅会面对,而且会颠覆大学生活中各种表现形式的排外白人文化。
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引用次数: 2
Effectiveness of visual communication and collaboration tools for online GIS teaching: using Padlet and Conceptboard 基于Padlet和Conceptboard的GIS在线教学可视化交流与协作工具的有效性
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-04-17 DOI: 10.1080/03098265.2022.2065669
Keunhyun Park, A. Farb, B. George
ABSTRACT Geographic information systems (GIS) have become more suitable for online delivery. But teaching GIS online is challenging because, without enough interactions with the instructor or among themselves, students may not understand processes, use critical thinking, and collaborate effectively on a team project. This study aims to evaluate two online visual collaboration tools, Padlet and Conceptboard, in enhancing learner engagement, collaboration, and visual communication in an online GIS course. We analyze 1) usage patterns and their relationship with student performance, 2) students’ opinions on the added values of the tools compared with face-to-face delivery, and 3) students’ qualitative feedback. Student findings show that those tools, particularly Conceptboard, help students get timely help from other students and the instructors, be motivated by participating in discussions and seeing others’ progress, organize and brainstorm project ideas, and summarize and present the final products. The combination of Conceptboard and an online video conference tool is a particularly effective alternative to the face-to-face learning environment. On the other hand, we also found significant challenges with remote teamwork in GIS. The course design incorporating online collaboration tools can provide practical strategies to instructors who teach GIS or similar software online.
地理信息系统(GIS)越来越适合于在线交付。但是,在线教学GIS是具有挑战性的,因为没有与教师或他们之间足够的互动,学生可能无法理解过程,使用批判性思维,并在团队项目中有效地合作。本研究旨在评估两种线上视觉合作工具(Padlet和Conceptboard)在提高线上GIS课程中学习者参与、合作和视觉沟通方面的作用。我们分析了1)使用模式及其与学生成绩的关系,2)学生对与面对面教学相比工具附加值的看法,以及3)学生的定性反馈。学生的调查结果表明,这些工具,特别是概念板,帮助学生从其他学生和教师那里得到及时的帮助,通过参与讨论和看到别人的进步来激励学生,组织和头脑风暴项目的想法,总结和展示最终产品。概念板和在线视频会议工具的结合是面对面学习环境的一个特别有效的替代方案。另一方面,我们也发现了GIS中远程团队合作的重大挑战。结合在线协作工具的课程设计可以为在线教授GIS或类似软件的教师提供实用的策略。
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引用次数: 2
Going solo: students’ strategies for coping with an independent GIS project 单干:学生应对独立GIS项目的策略
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-04-12 DOI: 10.1080/03098265.2022.2065668
D. Whyatt, G. Davies, Gordon Clark
ABSTRACT A GIS project is an effective means of linking learning about GIS and learning with GIS, and it can enhance students’ employability. However, individual project work creates challenges that could result in failed assessment. Here we adopt a mixed-methods approach to examine how students of mixed abilities cope with GIS problems and to reveal the variety of support mechanisms they adopt. We also highlight the moral dilemmas of achieving academic success independently. We conclude that more research needs to be conducted into the way staff promote the graduate attribute of independence while still supporting their students.
GIS项目是将GIS知识与GIS知识结合起来的有效途径,可以提高学生的就业能力。然而,个别项目工作带来的挑战可能导致评估失败。在这里,我们采用一种混合方法来研究具有混合能力的学生如何应对GIS问题,并揭示他们采用的各种支持机制。我们还强调了独立取得学业成功的道德困境。我们的结论是,需要进行更多的研究,以了解工作人员如何在支持学生的同时促进毕业生的独立属性。
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引用次数: 1
Field-based local stream research in undergraduate classes: an inquiry-based approach 基于田野调查的本科生局部流研究:一种基于探究的方法
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2022-04-11 DOI: 10.1080/03098265.2022.2065667
S. Praskievicz
ABSTRACT Experiential learning is recognized as a high-impact educational practice. Fieldwork is an important component of the geographic tradition. When implemented using an inquiry-based approach, fieldwork can be a highly effective form of experiential education. However, many geography instructors are dissuaded from implementing inquiry-based fieldwork because of logistical challenges. Here, a modular, semester-long fieldwork design is presented, involving inquiry-based research on local streams. This framework has been successfully implemented twice in undergraduate classes. A total of 37 undergraduate students did physical habitat assessments and water-quality monitoring on urban streams in Greensboro, North Carolina, USA. Quantitative and qualitative anonymous student evaluations and student work products provide preliminary support for the approach’s effectiveness in enhancing student learning. The practical advantages of the presented fieldwork design are that it is less costly in time and money than fully field-based courses, it breaks up a large class into more manageable group sizes, and it alleviates some of the common concerns about accessibility, equity, and risk management. While still needing to be systematically assessed, the pedagogical benefits potentially include development of critical thinking, problem-solving, communication, interpersonal, and affective skills.
体验式学习被认为是一种影响深远的教育实践。田野调查是地理传统的重要组成部分。当使用基于探究的方法实施时,实地考察可以成为体验式教育的一种非常有效的形式。然而,由于后勤方面的挑战,许多地理教师不愿实施探究式实地考察。在这里,提出了一个模块化的、长达一个学期的实地考察设计,包括对当地河流的探究式研究。该框架已在本科班级成功实施两次。在美国北卡罗来纳州格林斯博罗市,共有37名大学生对城市溪流进行了物理栖息地评估和水质监测。定量和定性匿名学生评价和学生工作成果为该方法在提高学生学习方面的有效性提供了初步支持。所提出的实地工作设计的实际优点是,它比完全基于实地的课程在时间和金钱上花费更少,它将一个大班分解为更易于管理的小组大小,并且它减轻了一些关于可访问性、公平性和风险管理的常见问题。虽然还需要系统地评估,但教学上的好处可能包括批判性思维、解决问题、沟通、人际关系和情感技能的发展。
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引用次数: 0
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Journal of Geography in Higher Education
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