This paper explores the use of technological tools often utilized for traditional distance learning course delivery to provide a means of allowing virtual participation in a month-long geography field-course. Students participated in documenting the daily activities through digital photography and construction of a regularly updated course web page. Although the effort to create and maintain the inverse distance learning component of the course was substantial, many benefits were realized that enhanced the field-based and experiential objectives of the course such as enrichment of the experiential component for both real and virtual course participants, collaborative decision-making, and the acquisition of technological skills necessary for the rapidly changing field of geography.
All Science Journal Classification (ASJC) codes
- Geography, Planning and Development
- Earth-Surface Processes