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ERIC Number: EJ1158137
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Barriers to Teaching Introductory Physical Geography Online
Ritter, Michael E.
Review of International Geographical Education Online, v2 n1 p61-77 Spr 2012
Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an introductory physical geography course has a diverse population of students with disparate educational needs and goals that impacts its ability to be delivered online. Online learning is further complicated when lab courses require specialized laboratory equipment and fieldwork. A survey of geography departments in the United States was conducted to determine barriers to the deployment of introductory physical geography lab courses. Lack of faculty interest, faculty resources, and pedagogical concerns were found to be the most important barriers to deploying online physical geography lab courses. Knowing the challenges faced by geography departments offering online courses provides insight into where valuable support services and resources can best be used to address them. Recent advances in blogging, podcasting, lecture capture, web conferencing, and augmented reality are offered as solutions to the concerns expressed by survey respondents.
Descriptors: Barriers, Geography Instruction, Online Courses, Educational Technology, Technology Uses in Education, Introductory Courses, Higher Education, Laboratories, Teacher Attitudes, Educational Resources, Physical Geography, Distance Education, Surveys
Review of International Geographical Education Online. Eskisehir Osmangazi University, Meselik Campus, Eskisehir City, 26480, Turkey. Tel: +90-222-239-37-50; Tax: +90-222-229-31-24; Web site: http://www.rigeo.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A