Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

Abstract

Abstract. The rise seen in the use of the virtual field trip in 2020 and 2021 due to the global COVID-19 pandemic was unprecedented. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in terms of learning outcomes, the effectiveness of the learning support offered, and cohort cohesion generally remains untested. Here, we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of the breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip, including internet connectivity and hardware access; the use of printed workbooks; and limitations to interaction, support, and cohort cohesion. Our results show that, although negative perceptions (as evidenced by questionnaire responses) are dominant, with 71 % of the 27 pre-course respondents and 88 % of the 21 post-course respondents commenting on these aspects across both student and staff cohorts, positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course, with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low both pre- and post-course (at 14 %). Printed workbooks, staff-to-student ratios, and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist but that both students and staff also identify positive elements, including the breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings in order to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.