Abstract This study examines student perceptions on the use of virtual field trips (VFT) as part of their university experience and in particular the extent to which they could replace real field trips. While students were extremely positive about the potential of VFT to provide valuable learning experiences (and in particular a VFT constructed by the authors of this paper) nearly all of the students were insistent that it could not, and should not, replace real field trips. Furthermore when the same students were re-approached after having been on a real field trip, these perceptions were strengthened and they thought VFT could be most effective in preparing for, or revising after, a real field trip.
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