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Fieldwork is a pedagogical cornerstone of many geoscience degrees. During the academic year 2020-21, the worldwide COVID-19 pandemic made outdoors fieldwork difficult, resulting in an urgent need to develop virtual alternatives. However, there is still more to learn about the impact of teaching fieldwork virtually on the student learning experience. This study aims to compare the student learning experience during virtual and outdoor fieldwork and establish the value of digital techniques to improve the inclusivity of geosciences degrees. Quantitative and qualitative data were collected to assess students’ attitudes to both outdoor and virtual fieldwork in terms of accessibility, inclusivity and their learning experience. Our results show overall positive student responses to virtual fieldwork, with over half stating it adequately replicated the learning experience of outdoor fieldwork. Students also value outdoor fieldwork for the degree of autonomy it provides, and idea-sharing with peers; yet simultaneously the majority believed outdoor fieldwork is inherently exclusionary. This study concludes that virtual fieldwork, taught using interactive three-dimensional virtual outcrops set within virtual worlds, replicates the outdoor fieldwork learning experience as closely as possible. However, students missed some fundamental and important aspects of outdoor fieldwork, such as being outside in an immersive environment, or the social interactions with peers and staff that are specific to on-location fieldwork. This study recommends the use of virtual fieldtrips in addition to residential on-location fieldwork, as for a significant number of students virtual fieldwork may be a better way of accessing this valued pedagogy of the geosciences. Furthermore, virtual fieldwork has the potential to make geosciences more inclusive and attractive to a wider range of students. |
