Virtual field trips: an analysis of their characteristics, elements, and approaches
This empirical study investigated the approaches to and elements of virtual field trips (VFTs). Its aim was to work out VFT design elements and to identify similarities and differences in their structures and content; quality criteria for VFTs were then derived from this analysis. The sample compris...
| Autores: | , , , , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/30292 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/30292 |
| Access Level: | acceso abierto |
| Palabra clave: | 54 Geografía Fieldwork virtual field trips digital story map sustainability education education for sustainable development |
| Sumario: | This empirical study investigated the approaches to and elements of virtual field trips (VFTs). Its aim was to work out VFT design elements and to identify similarities and differences in their structures and content; quality criteria for VFTs were then derived from this analysis. The sample comprised a total of 107 VFTs, most of which were developed at universities using various digital tools, such as ArcGIS Online, Google Maps, and Genially. The VFTs were available in different languages, with English and Spanish being particularly well represented. We used qualitative content analysis to analyze the content before inductively forming categories on which the analysis was based. The results showed considerable variability in VFT approaches, particularly in the spaces presented, the scientific quality of VFTs, and the possibilities of interaction. In the future, digital learning environments could be developed based on these findings. For example, educational institutions could use the findings to design high-quality and effective VFTs with the potential to enrich geographical education in the context of digital learning environments. |
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