Category: Articles
5 ways to make the most of virtual field trips
: The article describes five ways to help make virtual field trips (VFTs) meaningful for students: prepare, engage and connect, model, reflect, and share.
How does a virtual field trip compare to the real thing?
This article compared a virtual field trip (VFT) to a traditional field trip, and found that traditional field trips tend to be more distracting for students, who remembered social interactions more than content in these situations. The VFT was found to be less fun for students, but enabled them to focus on the content with fewer distractions
Virtual experiences for secondary science teaching
This article explores virtual experiences for teaching secondary science, including: virtual digs, virtual field trips, and virtual reality field trips.
The effects of flash panorama-based virtual field trips on middle school students’ spatial visualization ability, conceptual understanding, and perceptions
In this study, 17 middle school geology students participated in a real field trip that used flash panorama-based virtual field trips (VFTs) to enhance student learning. The study found that students were very positive about the use of the flash panorama-based (VFTs) during their field trip, and also that students demonstrated improvement in their spatial visualization ability, as well as their knowledge, and comprehension of the subject matter.
The use of experiential education and field trips for learning.
Virtual field trips can provide a budget-friendly alternative to traditional field trips. This article includes plans for several virtual field trips, as well as insights into the process of developing them and the benefits of making these trips available to students.
Field trips and their effect on student achievement and attitudes: A comparison of physical versus virtual field trips to the Indian River Lagoon.
: A study comparing traditional and virtual field trips found no significant difference between the two when examining student attitudes, achievement, comprehension, or learning styles. This suggests that both field trip methods support student learning outcomes.
A virtual field trip into real technology standards
This article discusses how virtual field trips (VFTs) can be used to meet National Educational Technology Standards (NETS).
Virtual field trips in education of earth and environmental sciences
While field trips, laboratory exercises, and field observations are considered essential components of many earth and environment science courses, they are becoming more and more difficult to implement because of logistical issues such as distance, cost, and safety. This article describes the © VFT Virtual Field Trips Ltd. 14 historical development of the use of virtual field trips in those c
A guerrilla guide to virtual field trips.
This article outlines the advantages of virtual field trips (VFTs), and provides links to resources that support the creation of VFTs, including topics such as classroom management, rubrics, and sites containing pre-made VFTs.
Designing a virtual field trip
Virtual field trips (VFTs) allow teachers to diversify their instructional techniques and provide access to educational sites, such as museums and historical sites, that would otherwise be impossible to visit. This article provides tips, recommendations, and resources to support teachers wanting to design their own VFT.
Virtual field trips with inquiry learning and critical thinking process: A learning model to enhance students’ science learning outcomes.
This article describes a learning model intended to improve science learning outcomes of 8th grade students by merging virtual field trips (VFTs) with critical thinking and inquiry-based learning. The learning model consists of five elements, and the article describes the phases of the activities included in it. The authors found that the model, when piloted for effectiveness, was found to significantly improve students’ science learning outcomes.
