Study explores role of virtual field experiences

The University of Phoenix College of General Studies has published a new peer-reviewed study in the journal Wild, co-authored by Jacquelyn Kelly, Ph.D., associate dean, Dianna Gielstra, Ph.D. and Tomáš J. Oberding, Ph.D., along with a multidisciplinary team of researchers from institutions across the U.S.

The article, titled "Exploring Zoogeomorphological Landscapes: Enhancing Learning Through Virtual Field Experiences of Beaver Ponds Along the Red Eagle Trail, Glacier National Park, Montana, U.S.," highlights how immersive virtual field experiences can help online learners better understand the ecological and geomorphic impacts in real-world environments. Gielstra and Oberding both serve as faculty members in the College of General Studies' Environmental Science program.

"The creation of place-based, immersive learning experiences grounded in educational theory addresses a gap in natural science education," said Gielstra.

"Many scientists who teach may not have formal training in learning theory, which can limit their ability to fully support student learning. By integrating these pedagogical tools with emerging technologies, we hope to help bridge that gap, empowering students to better understand environmental challenges and collaborate effectively across disciplines to tackle them."

The study introduces a theory-informed virtual learning environment (VLE) that uses 360-degree photography, historical imagery, and scientific field data to simulate a field trip to beaver pond ecosystems in Glacier National Park.

The VLE is designed to support online learners in environmental science, geography, and landscape architecture by providing an interactive, place-based learning experience. The article introduces the researchers' philosophical framework Translating Research in Environmental Education (TREE), a model developed to bring teachings from seminal learning theories into immersive, online learning environments.

"In our Environmental Science program, TREE helps us understand our students, create meaningful opportunities for them, and guides everything we do as we reimagine how students engage with complex ecological systems and environmental education," Kelly states.

Key features of the study include:

• A virtual field trip that allows students to explore the geomorphic and ecological influence of beavers as ecosystem engineers.
• Integration of educational frameworks such as TECCUPD, TREE-PG, and the VRUI model to guide VLE design and evaluation.
• Use of the Normalized Difference Water Index (NDWI) to help students analyze surface water conditions and landscape change.
• A new evaluation tool, the TREE-PG Implementation Prioritization Scale (TIPS), to assess the fidelity of learning theory in virtual environments.

The study found that the VLE design supported spatial thinking skills and a deeper understanding of how beaver activity contributes to climate adaptation strategies through water retention and landscape modification.

This research contributes to the growing field of virtual field-based education and offers a replicable model for educators seeking to enhance science literacy and environmental awareness in online classrooms.