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Enabling remote access to fieldwork: gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities

Stokes, Alison; Collins, Trevor; Maskall, John; Lea, John; Lunt, Paul and Davies, Sarah-Jane (2012). Enabling remote access to fieldwork: gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities. Journal of Geography in Higher Education, 36(2) pp. 197–222.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/03098265.2011.619004
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Abstract

This study considers the pedagogical effectiveness of remote access to fieldwork locations. Forty-one students from across the GEES disciplines (geography, earth and environmental sciences) undertook a fieldwork exercise, supported by two lecturers. Twenty students accessed the field site directly and the remainder accessed the site remotely using a computer network. Similar learning outcomes were achieved in relation to both methods of fieldwork, although the students’ attitudes and perceptions were found to vary. Despite these variations in experience, participants in both types of fieldwork exercise identified a range of situations in which remote access might enhance fieldwork provision.

Item Type: Journal Article
Copyright Holders: 2011 Taylor & Francis
ISSN: 1466-1845
Keywords: remote access; mobile learning; fieldwork; affective learning; environmental impact assessment; accessible fieldwork
Academic Unit/Department: Knowledge Media Institute
Institute of Educational Technology
Science > Environment, Earth and Ecosystems
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Centre for Earth, Planetary, Space and Astronomical Research (CEPSAR)
Item ID: 30225
Depositing User: Sarah-Jane Davies
Date Deposited: 29 Nov 2011 15:57
Last Modified: 23 Oct 2012 14:20
URI: http://oro.open.ac.uk/id/eprint/30225
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