Enabling Remote Access to Fieldwork: Gaining Insight into the Pedagogic Effectiveness of ‘Direct’ and ‘Remote’ Field Activities

Abstract

This study considers the pedagogical effectiveness of remote access to fieldwork locations. Forty-one students from across the GEES disciplines (geography, earth and environmental sciences) undertook a fieldwork exercise, supported by two lecturers. Twenty students accessed the field site directly and the remainder accessed the site remotely using a computer network. Similar learning outcomes were achieved in relation to both methods of fieldwork, although the students’ attitudes and perceptions were found to vary. Despite these variations in experience, participants in both types of fieldwork exercise identified a range of situations in which remote access might enhance fieldwork provision.

Keywords:

• Remote access
• mobile learning
• fieldwork
• affective learning
• environmental impact assessment
• accessible fieldwork

Acknowledgements

This study was made possible by support from JANET, JISC and the University of Plymouth Experiential Learning CETL. We would like to thank Matt Sharples and Ian Doidge for their help and support during the Devon Great Consols exercise, and to all the participants for their contribution and comments. Thanks also to the four anonymous reviewers whose helpful comments greatly improved the manuscript.