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Virtual field trips: an analysis of their characteristics, elements, and approaches

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dc.contributor.authorSprenger, Sandra
dc.contributor.authorLeininger Frézal, Caroline
dc.contributor.authorGallardo Beltrán, Marta
dc.contributor.authorHeidari, Neli
dc.contributor.authorLázaro Torres, María Luisa de
dc.contributor.authorMichalik, Kerstin
dc.contributor.authorMougiakou, Eleni
dc.contributor.authorPigaki, Maria
dc.contributor.authorRodríguez Domenech, María Ángeles
dc.date.accessioned2025-09-30T12:02:08Z
dc.date.available2025-09-30T12:02:08Z
dc.date.issued2025-09-29
dc.descriptionThe registered version of this article, first published in Journal of Geography in Higher Education, 1–16, is available online at the publisher's website: https://doi.org/10.1080/03098265.2025.2560326
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Journal of Geography in Higher Education, 1–16, está disponible en línea en el sitio web del editor: https://doi.org/10.1080/03098265.2025.2560326
dc.description.abstractThis empirical study investigated the approaches to and elements of virtual field trips (VFTs). Its aim was to work out VFT design elements and to identify similarities and differences in their structures and content; quality criteria for VFTs were then derived from this analysis. The sample comprised a total of 107 VFTs, most of which were developed at universities using various digital tools, such as ArcGIS Online, Google Maps, and Genially. The VFTs were available in different languages, with English and Spanish being particularly well represented. We used qualitative content analysis to analyze the content before inductively forming categories on which the analysis was based. The results showed considerable variability in VFT approaches, particularly in the spaces presented, the scientific quality of VFTs, and the possibilities of interaction. In the future, digital learning environments could be developed based on these findings. For example, educational institutions could use the findings to design high-quality and effective VFTs with the potential to enrich geographical education in the context of digital learning environments.en
dc.description.versionversión publicada
dc.identifier.citationSprenger, S., Leininger-Frézal, C., Gallardo, M., Heidari, N., de Lázaro Torres, M. L., Michalik, K., … Rodríguez Domenech, M. Á. (2025). Virtual field trips: an analysis of their characteristics, elements, and approaches. Journal of Geography in Higher Education, 1–16. https://doi.org/10.1080/03098265.2025.2560326
dc.identifier.doihttps://doi.org/10.1080/03098265.2025.2560326
dc.identifier.issn0309-8265 | eISSN 1466-1845
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30292
dc.journal.titleJournal of Geography in Higher Education
dc.language.isoen
dc.page.final16
dc.page.initial1
dc.publisherTaylor & Francis
dc.relation.centerFacultad de Geografía e Historia
dc.relation.departmentGeografía
dc.relation.projectidinfo:eu-repo/grantAgreement/Erasmus/Erasmus+. KA2 KA220-HED - Cooperation partnerships in higher education/PID2023-147191OB-I00/EN/V-Global: Virtual Field Work in the context of Global Change – a blended learning approach for higher education
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject54 Geografía
dc.subject.keywordsFieldworken
dc.subject.keywordsvirtual field tripsen
dc.subject.keywordsdigital story mapen
dc.subject.keywordssustainability educationen
dc.subject.keywordseducation for sustainable developmenten
dc.titleVirtual field trips: an analysis of their characteristics, elements, and approachesen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication825b4b7b-503b-44d1-92cd-f23b0beeea2c
relation.isAuthorOfPublication23a21f32-085a-465d-94e8-0cf75e907109
relation.isAuthorOfPublication.latestForDiscovery825b4b7b-503b-44d1-92cd-f23b0beeea2c
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