The implementation of a virtual field trip to aid geological interpretation within an undergraduate volcanology course

Abstract

Geological skills such as interpreting outcrops are often taught during fieldwork. However, recent advancements in digital technologies and the demand for more inclusive and accessible learning has provided an opportunity to teach these skills in virtual field trips (VFT). The Iceland VFT was developed to teach students about volcanic features and processes in Iceland and help students develop geological skills within a third-year, classroom-based, physical volcanology course. To determine the effectiveness of the VFT at aiding the development of student interpretation skills, we calculated the learning gains from an applied sketching exercise administered pre- and post- VFT, where students were asked to sketch a photograph of a lava flow outcrop and interpret flow shape and features from a range of different perspectives. The largest learning gains were for lava flow interpretation in map-view (0.40) followed by lava flow interpretation in side-view (0.31). Student responses to a post-VFT evaluation exercise indicate that the instructional/360 videos and the 3D landscape and rock models allowed students to spatially explore volcanic features within the landscape which aided their ability to interpret what the lava flow outcrop within the applied sketching exercise might look like in multiple perspectives. We conclude that the VFT supported students’ geological interpretation of lava flows and recommend that virtual fieldtrips with interactive spatially challenging exercises can be used to improve students’ conceptual understanding of content delivered in lectures and laboratories as well as preparation or reinforcement of fieldwork.

Keywords:

• Blended learning
• online
• field experience
• volcano
• assessment

Acknowledgements

The authors wish to acknowledge the contributions of Giles Seropian, Alex Nichols and the teaching assistants that helped teach the physical volcanology course as well as Gro Pedersen, Freysteinn Sigmundsson, John Eichelberger, and James Catley who contributed as field experts to the IVFT. The Iceland VFT makes use of Open-Source software packages such as Melown VTS stack which helped the authors create and improve 3D visualisations. We also acknowledge MBIE Catalyst seeding grant “Energy straight from magma,” Core Education, and Krafla Magma Drilling project for supporting this research. The authors also thank two reviewers and the editors for greatly improving the quality of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).