| 000 | 01586nam a22002057a 4500 | ||
|---|---|---|---|
| 005 | 20231020125829.0 | ||
| 008 | 231020b ||||| |||| 00| 0 eng d | ||
| 022 | _a0022-1341 | ||
| 100 | _aHeintzman, Ryan | ||
| 245 |
_aA Physical Geography Lab’s Online Transition _b: Student and Instructor Insights Using iGEO Video Games during the Pandemic (Journal Article) |
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| 260 |
_aPhiladelphia, PA _b:Taylor & Francis Group _c ,2023 |
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| 300 | _a57-65p. | ||
| 440 |
_aJournal of Geography _v, Volume 122: Number 3, May-June 2023 |
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| 505 | _a ***______{For Hard Copy, Please visit Library.}________*** | ||
| 520 | _aAbstract: The COVID-19 pandemic forced educational institutions around the globe to close or move to a remote format. This article focuses on the transition of an in-person undergraduate physical geography lab to online synchronous learning during the Fall 2020 semester. Findings suggest the importance of abundant learning materials as well as showing similar experiences across different groups of students. In addition, we captured the experiences of lab instructors over time. Ultimately, even as education transitions post-pandemic, these findings highlight the usefulness of extensive/intensive learning, and course flexibility in a synchronous, online, active-learning physical geography lab course. | ||
| 650 | _apandemic| geography education| gamification| virtual field trips| geovisualization| Covid 19 | ||
| 700 | _aBrandi, Aldo | Kelley, Madeline | Marvin, M. Colin | ||
| 856 | _uhttps://doi.org/10.1080/00221341.2023.2216705 | ||
| 942 | _cPER | ||
| 999 |
_c44551 _d44550 |
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