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

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.</p

Palaeogeographical evolution of the Rattray Volcanic Province, Central North Sea

Funded by Carnegie Trust for the Universities of Scotland PHD060365Peer reviewedPostprin

Virtual field trips utilizing virtual outcrop : construction, delivery and implications for the future

Acknowledgements The authors would like to thank all IPG MSc participants for contributing their perceptions and thoughts on the VFTs. The VOG group is acknowledged for their extensive work on virtual outcrops, as is the LIME team for developing the software and providing support through all VFTs. V3Geo is also acknowledged as a useful cloud-based platform to host many of the 3D models used within the VFTs, and the SAFARI consortium (https://safaridb.com/home, last access: 4 September 2021) is thanked for hosting the remaining virtual outcrops and the support. Harry Johnson, a demonstrator on the first Utah 2020 VFT, is thanked for his participation in the course and assistance in questionnaire design. Finally, we thank the editors John Hillier and Steven Whitmeyer and reviewers Glenn Dolphin, David M. Hodgson, Paul Nesbit and Ryan Petterson for their insight.Peer reviewedPublisher PD

Analysis of Outcomes in Ischemic vs Nonischemic Cardiomyopathy in Patients With Atrial Fibrillation A Report From the GARFIELD-AF Registry

IMPORTANCE Congestive heart failure (CHF) is commonly associated with nonvalvular atrial fibrillation (AF), and their combination may affect treatment strategies and outcomes