Earth science field trips in the age of Covid-19: A case study of the SOSC223 virtual field trip : A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Applied Science at Lincoln University

Abstract

Undergraduate earth science education emphasises the role of field trips in student learning and development. Thus, when the Covid-19 pandemic caused teaching to shift online, many educators developed replacement virtual field trips (VFTs) to deliver the field components of their courses. Such was the case with SOSC223, a second-year geomorphology course at Lincoln University, where the 2021 Covid-19 lockdown saw us replace the scheduled field trips with a VFT to the same locations. In this thesis, I investigate instructor and student experiences developing and learning from the SOSC223 VFT in order to evaluate what may have been lost or gained through the rapid shift from a traditional field trip (TFT) to virtual. I conducted semi-structured interviews with students and staff involved with the VFT and analysed the interview data for themes relating to 1) student and instructors’ perceptions of the VFT, 2) the strengths and weaknesses of the trip, and 3) how the VFT compared to a TFT. Thematic analysis of participants’ interview transcripts revealed different overall attitudes between the students and instructors. Instructors' reflections heavily featured the limitations and frustrations of developing the trip during lockdown. They felt the VFT was an adequate resource given the circumstance yet nevertheless saw potential benefits to VFTs as a whole. Students were apprehensive at the outset of the VFT but appreciated having the computerised replacement to the TFTs. Although most would have preferred attending a TFT, they felt the VFT benefitted their learning given the circumstances. The weaknesses of the VFT included its lack of easy interpersonal interaction, its reliance on technology like fast computers and stable internet, and the resourcing requirements to integrate multimedia and scaffold the content of the trip. Despite these challenges, the flexibility and repeatability of the VFT benefitted all participants, and the trip demonstrated clear potential for well-designed interactive multimedia to facilitate students' visual connection to place and ability to visualise complex processes. The SOSC223 VFT differed from TFTs in the logistical constraints and affordances of each and how the mode of delivery impacted students' social and physical immersion within the learning experience. Through conducting this research, it became clear that VFTs can add value to course design when thoroughly resourced and thoughtfully integrated. Whether they are used to augment or replace TFTs or incorporated into a course as standalone activities, VFTs should be designed in a way that builds on their flexibility and repeatability, minimises the impact of their lack of sociality, and builds visual connection through well-resourced, well-integrated multimedia.