Justifying long-haul field courses: the role of cultural learning

Abstract

Introduction Fieldwork provides a unique opportunity for learners to develop practical scientific skills (McGuinness and Simm, 2005). With the pedagogic value of immersive field learning in mind (Panelli and Welch, 2005; Boyle et al., 2007), field courses run by SoGEES (School of Geography, Earth and Environmental Sciences) at Plymouth University are designed to offer a hands-on practically-orientated experience where the theory of the classroom is augmented by experiential learning (Williams et al., 1999; McGuinness and Simm, 2005; QAA, 2007; Maskall and Stokes, 2008). Within this paradigm, Plymouth University offers undergraduate residential field courses in exciting and far-flung overseas locations, where the immersive environment of intensive experiential learning and teaching serves as a deep learning experience (Hill et al., 2004) which promotes a step change in skills, knowledge and understanding for students (Bloom et al., 1971; McEwan, 1996).