Stokes, Alison; Collins, Trevor; Maskall, John; Lea, John; Lunt, Paul and Davies, Sarah-Jane
(2012).
| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1080/03098265.2011.619004 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
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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