State ten challenges that you encounter in organization field Trip
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Fieldwork is an essential component of undergraduate geographic education, but with growing enrollment and limited resources few first-year instructors incorporate this activity in their courses. This article reports on the challenges of incorporating fieldwork into a large first-year course and the strategies adopted to respond to these challenges and the achieved learning benefits. Field trips were created to cater to approximately 120 students directly engaged in field activities, with each student submitting an individual written report. Through the field activities, students developed a better understanding of geography, a stronger class community, and a more positive relationship with instructional staff.
. Although these observation field trips may have been an effective means to share staff experience and ideas with large groups of students at one time it is likely they encouraged student passivity, inattention and reproduction of ideas. Leydon and Turner (2013) suggest it is unlikely that observation-focused fieldwork experiences promote the critical engagement found in deep approaches to learning. On the contrary, a superior approach to fieldwork encourages "active learning and student engagement through direct experience with course material, enhances student understanding of geographical features and concepts, promotes skill development, reinforces course material, and increases student recall, comprehension, and application"
... According to the literature, some of the keys to effective geography fieldwork include: the inclusion of active, direct experience; the use of authentic, real-world contexts; the ability to engage students' emotions, feelings and values; and the requirement to attend to new environments and/or people (Ballantyne & Packer, 2009;Boyle et al., 2007;Hope, 2009;Kent et al., 1997;Leydon & Turner, 2013). In a good summary of the importance of direct experience, Hope (2009) explains: ...
... In the future, virtual field courses may be a strategy used by universities to save costs while preserving student learning. However, Leydon and Turner (2013) discuss how the idea of virtual field course may run counter to active pedagogies and there is doubt that a virtual field course would be able to replicate the student experience of operating in real-world field activities. ...
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