Journal of Geography in Higher Education最新文献_第9页

Towards a pedagogical policy turn in geography 走向地理教学政策的转变

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/03098265.2022.2038101

Janet Banfield, Sam Hampton, M. Zurek

引用次数: 4

Changing geopolitics of higher education: economic effects of inbound international student mobility to Hungary 高等教育地缘政治的变化：国际学生流入匈牙利的经济影响

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-03-13 DOI: 10.1080/03098265.2022.2045572

Zsuzsa M. Császár, I. Tarrósy, G. Dobos, Janos Varjas, Levente Alpek

引用次数: 4

Student evaluations of using virtual reality to investigate natural hazard field sites 学生使用虚拟现实调查自然灾害现场的评估

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-03-09 DOI: 10.1080/03098265.2022.2045573

P. Wright, M. Whitworth, A. Tibaldi, F. Bonali, P. Nomikou, Varvara Antoniou, F. Vitello, U. Becciani, M. Krokos, B. van Wyk de Vries

{"title":"Student evaluations of using virtual reality to investigate natural hazard field sites","authors":"P. Wright, M. Whitworth, A. Tibaldi, F. Bonali, P. Nomikou, Varvara Antoniou, F. Vitello, U. Becciani, M. Krokos, B. van Wyk de Vries","doi":"10.1080/03098265.2022.2045573","DOIUrl":"https://doi.org/10.1080/03098265.2022.2045573","url":null,"abstract":"ABSTRACT At a time when traditional fieldwork is coming under pressure, be it from shrinking budgets, reducing carbon footprints, increased concerns for personal safety or the desire to make field skills accessible to all, how do we ensure that the key skills of observation, data collection and landscape analysis can still be developed in our students? This paper evaluates the experiences of students using immersive virtual reality (VR) to interrogate highly accurate georeferenced landscape models, made from data collected by Unmanned Aerial Vehicles, through the medium of Q methodology. It finds that there appears to be an association between prior engagement and expertise with IT and gaming technologies, such that those who declare some degree of prowess engage with and embrace the opportunities of using VR. This suggests that to allow more students to adopt positive approaches to learning in this manner, educators need to worry less about ever complex and realistic models, and invest more into positive prior experiences of using technology. Moreover, an important voice in the narrative around the physical nature of “being in the field” and social interaction with peers and tutors questions an approach that is still a relatively solitary experience.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42633049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Fieldwork from desktop: webdoc for teaching in the time of pandemic 桌面实地工作：疫情期间的教学webdoc

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-03-09 DOI: 10.1080/03098265.2022.2045575

Hyerim Yoon, Margot Mecca

{"title":"Fieldwork from desktop: webdoc for teaching in the time of pandemic","authors":"Hyerim Yoon, Margot Mecca","doi":"10.1080/03098265.2022.2045575","DOIUrl":"https://doi.org/10.1080/03098265.2022.2045575","url":null,"abstract":"ABSTRACT The article suggests an alternative teaching material to adapt to the current Covid-19 pandemic that impedes outdoor activities such as fieldwork or external visits in the university. The authors explore web documentary (hereinafter webdoc) as an option for asynchronous online teaching methods, an alternative to enable learning experiences. The result presents the students’ response to a survey with close- and open-ended questions based on their experience of two different webdocs (Montelab and Trozos Urbanos). The results demonstrate great potential for webdocs in online teaching due to game element, emotional engagement and entertainment. Students felt empowered by the interactiveness of the webdoc which led to an overall positive evaluation. Moreover, the experience was well received when it was in line with course materials with potential to communicate geographical knowledge around interdisciplinary urban challenges. Therefore, teachers should dedicate efforts for identifying appropriate webdocs to provide students with beneficial geographical learning experience that fits the course aim. On the other hand, minor negative feedback was observed based on personal interest and the general cyber fatigue from the pandemic. We suggest teachers to explore webdocs based on their needs and conclude by providing a list of recommendations and useful references.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48322775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teaching a geography field methods course amid the COVID-19 pandemic: reflections and lessons learned 新冠肺炎大流行期间地理野外方法课程的教学：反思和经验教训

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-03-01 DOI: 10.1080/03098265.2022.2041571

Yanan Li, S. Krause, Aidan K. McLendon, Injeong Jo

{"title":"Teaching a geography field methods course amid the COVID-19 pandemic: reflections and lessons learned","authors":"Yanan Li, S. Krause, Aidan K. McLendon, Injeong Jo","doi":"10.1080/03098265.2022.2041571","DOIUrl":"https://doi.org/10.1080/03098265.2022.2041571","url":null,"abstract":"ABSTRACT Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some strategies to overcome the challenges from the experience of teaching a field methods course at a university in Texas. While many studies have focused on evaluating field instruction amidst the pandemic, our commentary focuses on both a ground-based perception from instructors and students and a comparison before and after the outbreak of the pandemic. We found that virtual attendance is disadvantageous to teaching and learning, and transferable skills like teamwork and communication are compromised due to a reduction in social interaction. However, intrapersonal skills such as observation, note-taking, and organization were better received in students’ learning. Students expressed minimal safety concerns about the on-campus fieldwork given the conformity to the safety and health protocols. Based on the existing literature and our experience, we conclude with four generalized recommendations to share with colleagues in a similar situation, hoping to help retain the critical role of field-based education even under disruption.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48434135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Teaching The Tragedy of the Commons through an Iterative, Performance-based, Embodied Cognition Pedagogy 通过迭代的、基于表现的、具身的认知教学法来教授公地悲剧

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-03-01 DOI: 10.1080/03098265.2022.2045577

R. Fielding

引用次数: 0

A geography for the common good 为了共同利益的地理学

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-02-24 DOI: 10.1080/03098265.2022.2045574

A. Eisenschitz

{"title":"A geography for the common good","authors":"A. Eisenschitz","doi":"10.1080/03098265.2022.2045574","DOIUrl":"https://doi.org/10.1080/03098265.2022.2045574","url":null,"abstract":"ABSTRACT The notion of the common good underlies much policy making in geography. There are two reasons for evaluating geography’s impact on the common good for the university curriculum. First, by working within the various theoretical paradigms that have influenced policy, students will learn to argue from different perspectives such as social democracy or neo-liberalism. Second, asking them to assess the effectiveness of policies in meeting the common good, produces employable graduates with skills in critical thinking and problem solving. This is especially true because the concept is often not fully developed and varies with each perspective. Initially students undertake a case study of an area that allows them to follow the logic of intervention during all its historical twists and turns. A further stage sees students arguing not just within but between different theoretical frameworks, comparing the various approaches in order to discover the most appropriate one for understanding the processes in the locality and for pursuing the common good. In the final stage students investigate the politics of knowledge, again using data from the same locality, looking at how the knowledge used in geographic policy making becomes an agent of socio-economic change through being absorbed by society’s dominant paradigm.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47384825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neoliberal subjectivities and the teaching and learning of emotional geographies 新自由主义主体性与情感地理学的教与学

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-02-24 DOI: 10.1080/03098265.2022.2041570

M. Blazek, A. Stenning

引用次数: 3

Anthropogenic emissions or just a lot of hot air? Using air pollution to teach quantitative methods to “mathophobic” first-year geography students 人为排放还是大量的热空气？利用空气污染对“数学恐惧症”地理一年级学生进行定量教学

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-02-24 DOI: 10.1080/03098265.2022.2045576

Allie Copeland, S. Tate

引用次数: 0

The benefits of virtual fieldtrips for future-proofing geography teaching and learning 虚拟实地考察对未来地理教学的好处

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-02-24 DOI: 10.1080/03098265.2022.2041569

T. Mercer, Andrew P. Kythreotis, Joseph Harwood, Z. Robinson, S. M. George, David Sands, Joshua M. Brown, Toby Sims

引用次数: 6