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...

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Authors: Sprenger, Sandra, Leininger Frézal, Caroline, Gallardo Beltrán, Marta, Heidari, Neli, Lázaro Torres, María Luisa de, Michalik, Kerstin, Mougiakou, Eleni, Pigaki, Maria, Rodríguez Domenech, María Ángeles
Format: article
Publication Date:2025
Country:España
Institution:Universidad Nacional de Educación a Distancia
Repository:e-spacio. Repositorio Institucional de la UNED
Language:English
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/30292
Online Access:https://hdl.handle.net/20.500.14468/30292
Access Level:Open access
Keyword:54 Geografía
Fieldwork
virtual field trips
digital story map
sustainability education
education for sustainable development
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oai_identifier_str oai:e-spacio.uned.es:20.500.14468/30292
network_acronym_str ES
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spelling Virtual field trips: an analysis of their characteristics, elements, and approachesSprenger, SandraLeininger Frézal, CarolineGallardo Beltrán, MartaHeidari, NeliLázaro Torres, María Luisa deMichalik, KerstinMougiakou, EleniPigaki, MariaRodríguez Domenech, María Ángeles54 GeografíaFieldworkvirtual field tripsdigital story mapsustainability educationeducation for sustainable developmentThis 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.Taylor & Francise-Spacio UNED20252025-09-3020252025-09-2920252025-09-29journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/30292reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/302922026-06-06T12:38:31Z
dc.title.none.fl_str_mv Virtual field trips: an analysis of their characteristics, elements, and approaches
title Virtual field trips: an analysis of their characteristics, elements, and approaches
spellingShingle Virtual field trips: an analysis of their characteristics, elements, and approaches
Sprenger, Sandra
54 Geografía
Fieldwork
virtual field trips
digital story map
sustainability education
education for sustainable development
title_short Virtual field trips: an analysis of their characteristics, elements, and approaches
title_full Virtual field trips: an analysis of their characteristics, elements, and approaches
title_fullStr Virtual field trips: an analysis of their characteristics, elements, and approaches
title_full_unstemmed Virtual field trips: an analysis of their characteristics, elements, and approaches
title_sort Virtual field trips: an analysis of their characteristics, elements, and approaches
dc.creator.none.fl_str_mv Sprenger, Sandra
Leininger Frézal, Caroline
Gallardo Beltrán, Marta
Heidari, Neli
Lázaro Torres, María Luisa de
Michalik, Kerstin
Mougiakou, Eleni
Pigaki, Maria
Rodríguez Domenech, María Ángeles
author Sprenger, Sandra
author_facet Sprenger, Sandra
Leininger Frézal, Caroline
Gallardo Beltrán, Marta
Heidari, Neli
Lázaro Torres, María Luisa de
Michalik, Kerstin
Mougiakou, Eleni
Pigaki, Maria
Rodríguez Domenech, María Ángeles
author_role author
author2 Leininger Frézal, Caroline
Gallardo Beltrán, Marta
Heidari, Neli
Lázaro Torres, María Luisa de
Michalik, Kerstin
Mougiakou, Eleni
Pigaki, Maria
Rodríguez Domenech, María Ángeles
author2_role author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv 54 Geografía
Fieldwork
virtual field trips
digital story map
sustainability education
education for sustainable development
topic 54 Geografía
Fieldwork
virtual field trips
digital story map
sustainability education
education for sustainable development
description 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.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-09-30
2025
2025-09-29
2025
2025-09-29
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/30292
url https://hdl.handle.net/20.500.14468/30292
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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