Pub Date : 2022-09-08DOI: 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.
{"title":"A place-based approach to blended learning","authors":"Cadey Korson","doi":"10.1080/03098265.2022.2122032","DOIUrl":"https://doi.org/10.1080/03098265.2022.2122032","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"569 - 588"},"PeriodicalIF":2.1,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-04DOI: 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.
{"title":"The effects of interdisciplinarity and internationality of group compositions in student fieldwork","authors":"Hannah Arnold, C. Felgentreff, M. Franz, B. Higgs","doi":"10.1080/03098265.2022.2119474","DOIUrl":"https://doi.org/10.1080/03098265.2022.2119474","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"451 - 466"},"PeriodicalIF":2.1,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 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
{"title":"Negotiating applied and critical perspectives within the geography curriculum","authors":"T. Hall, N. Moore-Cherry","doi":"10.1080/03098265.2022.2119475","DOIUrl":"https://doi.org/10.1080/03098265.2022.2119475","url":null,"abstract":"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","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"46 1","pages":"489 - 494"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44336027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01Epub Date: 2022-05-12DOI: 10.1177/00258024221099691
Matthew Loughran, Richard Latham
During the COVID-19 pandemic, many governments around the world have imposed significant restrictions on freedom of movement to tackle the virus. Mental health units have mirrored this approach, implementing restrictive measures to safeguard the health of patients, staff, and the wider community. This paper explores the relevant legal provisions and ethical principles that guide medical decisions regarding restriction of liberty, before considering the suspension of leave from hospital that occurred in several mental health services in response to the pandemic. It reviews how existing ethical principles within the field of public health may support a better-informed decision-making process, should similar widespread restrictions be imposed again.
{"title":"Autonomy, liberty, and risk: The ethical and legal challenges of suspending leave of absence for patients detained under the Mental Health Act 1983 during the COVID-19 (coronavirus) pandemic.","authors":"Matthew Loughran, Richard Latham","doi":"10.1177/00258024221099691","DOIUrl":"10.1177/00258024221099691","url":null,"abstract":"<p><p>During the COVID-19 pandemic, many governments around the world have imposed significant restrictions on freedom of movement to tackle the virus. Mental health units have mirrored this approach, implementing restrictive measures to safeguard the health of patients, staff, and the wider community. This paper explores the relevant legal provisions and ethical principles that guide medical decisions regarding restriction of liberty, before considering the suspension of leave from hospital that occurred in several mental health services in response to the pandemic. It reviews how existing ethical principles within the field of public health may support a better-informed decision-making process, should similar widespread restrictions be imposed again.</p>","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"25 1","pages":"216-224"},"PeriodicalIF":1.5,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9111912/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81843641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 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.
{"title":"A problem-based learning course to teach Brazilian biology students about the viral hepatitis from a health geography perspective","authors":"Cleilton Sampaio Farias, Ricardo Antunes Dantas de Oliveira, M. R. Luz","doi":"10.1080/03098265.2022.2087213","DOIUrl":"https://doi.org/10.1080/03098265.2022.2087213","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"432 - 450"},"PeriodicalIF":2.1,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48279711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 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.
{"title":"The 1964 freedom schools as neglected chapter in Geography education","authors":"Derek H. Alderman, Bethany Craig, Joshua F. J. Inwood, Shaundra Cunningham","doi":"10.1080/03098265.2022.2087056","DOIUrl":"https://doi.org/10.1080/03098265.2022.2087056","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"411 - 431"},"PeriodicalIF":2.1,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48164586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 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.
{"title":"Use of an augmented reality sand table for satellite remote sensing education","authors":"M. O'Banion, Nicholas Lewis, Michael W. Boyce, Jordan Laughlin, Deborah C. Majkowicz","doi":"10.1080/03098265.2022.2087215","DOIUrl":"https://doi.org/10.1080/03098265.2022.2087215","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"685 - 696"},"PeriodicalIF":2.1,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48736107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 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.
{"title":"Understanding the ‘degree awarding gap’ in geography, planning, geology and environmental sciences in UK higher education through peer research","authors":"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","doi":"10.1080/03098265.2021.2007363","DOIUrl":"https://doi.org/10.1080/03098265.2021.2007363","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"227 - 247"},"PeriodicalIF":2.1,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46319577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-17DOI: 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.
{"title":"Effectiveness of visual communication and collaboration tools for online GIS teaching: using Padlet and Conceptboard","authors":"Keunhyun Park, A. Farb, B. George","doi":"10.1080/03098265.2022.2065669","DOIUrl":"https://doi.org/10.1080/03098265.2022.2065669","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"399 - 410"},"PeriodicalIF":2.1,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 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.
{"title":"Going solo: students’ strategies for coping with an independent GIS project","authors":"D. Whyatt, G. Davies, Gordon Clark","doi":"10.1080/03098265.2022.2065668","DOIUrl":"https://doi.org/10.1080/03098265.2022.2065668","url":null,"abstract":"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.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"381 - 398"},"PeriodicalIF":2.1,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44374332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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