地理空间分析
学生参与度
数学教育
地理信息学
过程(计算)
工作(物理)
教育技术
地理
社会学
教育学
计算机科学
心理学
工程类
地图学
机械工程
操作系统
作者
Paul N. McDaniel,Ulrike Ingram
标识
DOI:10.1080/03098265.2023.2267461
摘要
ABSTRACTAmid the shift to virtual teaching and learning during the COVID-19 pandemic, educators across disciplines were faced with developing new teaching strategies for active learning and significant learning experiences. This paper discusses findings from a case study of integrating ArcGIS Online and StoryMaps for assignments and semester projects in systematic geography courses – health, population, and urban geography. The study assesses the process of incorporating the use of this technology into these upper-division undergraduate courses, with a mix of both geography and non-geography majors, and student perspectives on their learning of and engagement with this technology. With broader applications to different course, discipline, and education contexts, findings suggest increased student engagement, enhanced understanding of course topics and their practical applications, and an appreciation for the opportunity to learn within and work with geospatial technology.KEYWORDS: ArcGIS Onlinegeovisual narrativesStoryMapsactive learningsystematic geography AcknowledgementThank you to the anonymous reviewers and editors for their suggestions throughout the review process, which helped to greatly strengthen this paper. Thank you also to our students and their enthusiastic engagement in our courses.Disclosure statementNo potential conflict of interest was reported by the author(s).
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