Experiential geography to virtual field trip
Résumé
The use of virtual excursions is increasingly being integrated into geography education in Higher education, particularly within the framework of education for sustainable development (Leininger-Frézal et al., 2023). Fieldwork remains a favored approach. How to integrate real and virtual field experiences? What added value does this integration offer students in terms of learning? Within the framework of the V-global project (Erasmus Plus Program 2021-1-FR01-KA220-HED-000023242), we have developed an experiential approach to virtual excursions based on the 4i model developed by the Spatial Thinking research group at Université Paris Cité (Leininger-Frézal, 2018). In the Immersion stage, students select a topic, define an issue, and conduct fieldwork. During the Interaction phase, students analyze collected data and discuss results. In the Institutionalization phase, students create a virtual excursion aimed at addressing the research question and sharing the spatial experience encountered in the field. This virtual excursion is then debated among other students as part of the Implementation phase. This approach bridges real field experiences with Virtual Field Trips (VFTs).
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