Cui bono? On the relative merits of technology-enhanced learning and teaching in higher education

This article provides evidence from a 4-year longitudinal study on the comparative use of illustrative video podcasts during Economic Geography lectures vis-à-vis traditional educational methods in order to guide pedagogic practice and future research on the relative merits of technology-enhanced learning in higher education. Key benefits derived from the introduction of video podcasts identified in this study included positive affective and cognitive attitudes of students towards educational technologies, increased teacher satisfaction and improved teaching evaluations. Key challenges included negative impact of video podcasts on student behaviour (attendance and broader engagement), and uncertain impact on learning performance (exam scores). The study highlights the benefit of sequencing the improvements to the learning/teaching process, starting with a module review and revised content, before proceeding towards the integration of learning technologies into the content delivery. More broadly, the paper calls for pedagogy to remain vigilant, critically reflecting on the intricate relationship between educational technologies, teaching content, and the wider socio-political context.     

Editorial: Geography and the ‘European Year of Citizenship through Education’

The paper introduces a library of video podcasts (vodcasts) used to support the learning and teaching of geographical methods and techniques relating to physical geography and GIScience in particular. While the notion of video learning is not new, the accessibility of the multimedia snippets via lightweight mp4 players in a field context allows a geographical freedom to learning that goes beyond previous classroom-based work. Evaluation, conducted through the use of reflective diaries and focus groups, identified that all students thought the podcast reference library was a valuable learning resource, of particular appeal to students with a visual approach to learning.     

Incorporating “virtual” and “real world” field trips into introductory geography modules

The “field trip” is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the most effective activity in terms of enjoyment, knowledge, and deep thinking and awareness. Self-paced field activities and video podcasts had less pedagogical value, though can still support lectures and the staff-led field trip. An integrated approach will best maximize deep learning opportunities.     

Going mobile: perspectives on aligning learning and teaching in geography

There has been little consideration to date regarding how we might best adjust our assessment protocols so that the overall learning experience remains appropriately aligned to both content and teaching approach when adopting location-specific mobile learning. This paper explores the success of a novel strategy to design an assessment regime that captures a field experience in Dublin as a whole for both staff and students alike. Evaluation identified that the use of a combined mediascape-essay approach as a major component of the assessment successfully captured the main elements of the learning and teaching experience and facilitated deeper learning and creativity.     

Comparison of student perception and performance in individual and group assessments in practical classes

This paper focuses on the perception of undergraduate geography and environmental science students of individual and group assessments, and compares this perception with their performance in these assessment types in practical classes. Results show that students may instinctively prefer individual assessment but they perform best, and achieve greatest perceived development of key skills, in group assessments. This paper suggests that a combination of individual and group assessment (linked to learning outcomes) can most effectively be used in the delivery, practice and testing of key skills. More innovative group tasks and clearer marking criteria will help develop the role of group work in practical classes.     

游客感知价值对TCM评估游憩价值影响的介入方式比较研究——以湖南张谷英村为例

游憩价值评估是识别旅游资源经济价值的重要手段.TCM作为传统评估方法,其评估结果的准确性受多种因素影响,其中游憩需求的影响因素对评估结果的影响是尚待解决的关键问题.游客感知价值是影响游憩需求的重要因素,考察其对评估结果的影响是提高评估结果精确性的一种有益尝试.本文以TCM的两种基本模型ZTCM和ITCM为基础,探索不同介入方式下感知价值对评估结果的影响机制.研究表明:感知价值作为自变量介入ZTCM模型后使人均消费者剩余下降了7.3%、游憩价值下降了4.4%,大于它作为中介变量介入ITCM模型后对评估结果的影响,说明感知价值主要通过与旅行花费共同作用对价值评估结果产生影响.这不仅揭示了游客感知价值影响的复杂性,更体现了游憩价值评估体系中考虑游憩需求影响因素的必要性.     

Co-learning: Re-linking Research and Teaching in Geography

Focusing on Digital Worlds, a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the course were more appealing than others. It demonstrates that students' views are determined by their individual learning styles and how they perceive the university experience. Information and communication technologies were recognized to provide complementary learning benefits, especially when other factors inhibited learning, but traditional mechanisms such as lectures were still greatly valued.     

Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education

This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based video application with timeline-based text annotations, and it was imported into and managed in the university's LMS called eFundi. The web videos of the geography students' micro-lessons on VideoANT were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment and to receive feedback on their own lessons. Qualitative as well as quantitative data were collected, and the results indicate that geography student teachers held positive views of these technology applications for geography microteaching in particular and for their teaching training in general.     

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.     

Benefits of visiting heritage museums: Chinese parents’ perspectives

Abstract

The family, as a leisure unit, is an important museum consumer group. The literature on family leisure in museums concentrates on the cognitive and the learning aspects in science museums and art galleries in western contexts. It provides limited explanation of the leisure outcomes acquired from visiting museums. This work addresses this lacuna by exploring the benefits perceived by Chinese parents who take their children to a cluster of museums along China’s Grand Canal, a world heritage site in Hangzhou. A review of museum and heritage research, combined with 17 on-site, in-depth interviews, generated information on a range of benefits which was used to design a questionnaire that was completed by 450 respondents. Five perceived benefits were identified using factor analysis. In order of significance, they are family bonding, community attachment, cultural awareness, restoration and personal growth. These perceived benefits have implications for museums and other public facilities catering to the family leisure market, as well as for governments, community organisations, the heritage sector and other stakeholders that are charged with managing cultural heritage.     

Community of Practice in the Kuwaiti Medical Sector: An Exploratory Study

Community of Practice (CoP) is a relatively new concept in the Middle East and North Africa. The concept has been used for a number of years in the business sector; however, the use of CoPs in the health sector has not been as widespread. The aim of this study is to provide insights into the status of CoPs in the health sector and the knowledge sharing practices that take place among members of such CoPs in Kuwait. Ninety‐eight questionnaires were distributed among medical practitioners. Results showed that the majority of members perceived the CoP as a source of increasing professional knowledge. Respondents focused mainly on the COPs fostering social interactions at the workplace or during task‐oriented activities. They mostly discussed specific problems and immediate concerns. The desire to learn and the desire to help others were the main motivators for doctors to share their knowledge. Lack of time and lack of technology and knowledge transfer mechanisms were reported as the primary obstacles to sharing knowledge. Nearly 65 percent of the CoP members responding to the survey stated that they did not receive any financial support from their management. In recent years the role of communities in learning and knowledge sharing has attracted much attention among those interested in knowledge as a situated practice. The concept of Communities of Practice (CoP) was originally developed by Lave and Wenger (1991 ), who suggested that learning took place in social relationships rather than the simple acquisition of knowledge. Lave and Wenger's observations have formed the basis of the “situated learning theory,” which describes that learning takes place in a setting functionally identical to a space where the knowledge is applied ( Lave & Wenger, 1991 ). The CoP concept has been used in the business sector for over 20 years, but the use of CoPs in the health sector has been recent ( Li et al., 2009 ). In addition, results of two studies, conducted by Traboulsi (2002 ) and Johnson and Kalidi (2005 ), revealed that the CoP is a relatively new phenomenon in the Middle East and North Africa. This article aims to provide insights into the status of CoPs in the health sector and their knowledge‐sharing practices in Kuwait.     

旅游感知价值和满意度与行为意向的关系

旅游感知价值、满意度测量维度及其与行为意向之间作用路径关系研究,对旅游地产品开发与营销管理有重要的指导意义。学者对旅游感知价值、满意度及其测度内容界定差异比较大,需要进一步厘清。利用文献方法梳理旅游感知价值与满意度概念及其测量维度,剥离感知价值多维测度内容,分析其与满意度间存在的重复测量部分。在探讨测度视角的基础上,界定了旅游地核心产品属性、旅游感知价值及满意度测量维度。以无锡灵山景区为例,在问卷调研获取国内游客行为数据的基础上,利用结构方程模型验证旅游感知价值、满意度的属性构念及其影响路径,指出感知价值分别是满意度和行为意向的前因变量,但满意度不是行为意向的前因变量。     

Exhibiting the Field for Learning: Telling New York's Stories

This paper explores the challenges of engaging and assessing students in residential field learning. Fieldwork presents students with complex learning environments, wherein they are asked to participate in a variety of learning activities. Difficulties arise, however, over how to sustain engagement in field learning while simultaneously capturing and nurturing its different dimensions within assessment. Drawing on debates over student engagement and assessment for learning, this paper argues that engagement and assessment must coalesce for effective learning to occur. It is suggested that ‘exhibitions’ which develop the concept of ‘storytelling’ are a powerful way of promoting engagement and assessment for learning.     

Working with the Community: Improving the learning experience for large classes

The need for students to develop skills that are of use in the wider labour market, as well as those specifically related to their degree subjects, has been widely accepted for a considerable period of time. It has also been noted that unless these skills are practised and are contextualised they tend neither to be learned, except at the most superficial level, nor transferred to other situations where their use would be appropriate. This paper reports the use of projects extending over a number of sessions, involving working with local community groups, carried out within a discrete module specifically designed to facilitate the learning and practice of both geographical and transferable skills. The problems of providing an integrated approach to the learning of skills for a large group of students, with limited resources and in the context of timetable restrictions imposed by a two-subject degree structure, are addressed. The degree of learning perceived by the students is evaluated and suggestions are made for further development of this approach.     

基于共同演化的产业区变迁路径分岔研究——“技术-组织-区域”三位一体的视角

在全球化过程中,产业区的变迁受到"技术-组织-区域"共同演化的影响,存在升级、衰退与形态消失的路径分岔。将路径分岔置于地方和全球两种情境下进行分析。在地方情境下:(1)若产业区企业互动学习,则升级为创新型产业区;(2)若产业区企业较少关心学习,或固化在本地化网络之中,产生锁定效应,则可能衰退;(3)如果企业产生组织惯性,不能及时随着技术范式的变化而变化,可能产生衰退。在全球情境下:(1)如果产业区企业能够摆脱全球贸易商的控制,则可能升级;(2)如果只能靠接受贸易商订单生存,则有衰退的风险;(3)若跨国公司转移导致地方企业被动转移或兼并地方企业时,产业区形态则可能消失。最后对产业区的升级进行了进一步思考。     

Student field experiences: designing for different instructors and variable weather

This study compares the field experience and development of sense of place (in this case, human attributed meanings and attachments to the field area) in geoscience students on three separate course sections of a six-day introductory geological mapping field trip. Students stayed in a small farm station within their 4 km² field area, worked in groups of three or four, and produced an individual final assessment. Findings from student interviews and pre-post surveys indicated that there were no significant differences in perceptions of the field trip purpose or sense of place between field trip sections, despite differences in instructor pedagogy and sense of place, as well as varied weather conditions. There were significant increases in student sense of place on all field trips, in contrast with previous work on a “roadside” (regional, multi-site) field trip where no significant change in sense of place occurred. In-field observations and instructor interviews identified key characteristics that supported similar sense of place and experiences on all trips: (1) consistent intended learning outcomes, (2) a carefully selected and immersive field area valued by instructors, and (3) an assessment connected to the landscape/field area with flexibility in its implementation, especially when faced with adverse weather conditions.     

Students as Tour Guides: Innovation in Fieldwork Assessment

This paper introduces and details an innovative mode of fieldcourse assessment in which students take on the role of tour guides to offer their lecturer and peers a themed, theoretically informed journey through the urban landscape of Havana, Cuba. Informed by notions of student-centred learning and mobile methods, the tour offers an enjoyable, challenging, rigorous yet flexible form of assessment that can be effectively transferred to a wide range of contexts. Feedback suggests that students are very positive about the tours in relation to other potential modes of assessment both in terms of what they learn and as an experience. Ongoing efforts to develop the tours since they were first used in 2003 are described.     

Tutoring Relevant Geography: A People's Geography Project initiative

UK geography departments are now reaching the stage where, in light of social change and growing competition for students, the need to offer a degree programme that is relevant to the needs and expectations of students is a real urgency. Drawing on the People's Geography Project, an initiative from the USA, this paper details the experiences of the author in teaching relevant geography in first-year undergraduate tutorials. The paper contends that by providing an opportunity for students to engage in contentious debate and to adopt a political position, students are encouraged to approach issues from a critical geographical perspective, demonstrate the relevance of a geographical perspective in contemporary issues, recognise the conflicting interests from competing discourses and reach a possible, just solution to social problems. This paper reports on the choice of topics, the forum of debate and assessment through alternative coursework styles, and it analyses the learning of both geographical and transferable skills through a People's Geography tutorial programme. The degree of relevance perceived by both the students and the tutor is evaluated, and suggestions are made for further development of a People's Geography approach.     

Active learning through online quizzes: better learning and less (busy) work

Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator.     

‘It’s one of the first times I’ve felt fully engaged’: developing student engagement using blogging as a form of assessment

There is a widespread debate in higher education about how best to support students in becoming more active and engaged learners. Geographers have occupied a central position in these debates having long been concerned with understanding and creating teaching spaces that encourage active and experiential learning. Recent pedagogical innovations have seen a movement away from a reliance on lecturing as the key pedagogical method and a redefinition of the roles of both teacher and learner. In this paper, we look at the role that assessment, specifically assessed blogs, can play in enhancing student engagement. Drawing on interviews with Course Organizers from two case study courses, student focus groups, and course evaluation surveys we show the various ways in which blogs enhance engagement. We draw attention to how blogging enabled students to personalize their learning and make it more meaningful to them, as well as to foster greater engagement with the course materials including making connections across the course as a whole. Further, we show how blogging enabled students to develop transferable skills that would stand them in good stead for the rest of their time at university and in their future professional lives.