Lessons from a virtual field trip: Adapting explorative and immersive learning pedagogy

Authors

  • Joseph Davies Duke Kunshan University
  • Laura Davies Duke Kunshan University

DOI:

https://doi.org/10.47408/jldhe.vi22.735

Keywords:

virtual fieldtrip, immersive learning, higher education, sino-foreign university, Covid-19

Author Biographies

Joseph Davies, Duke Kunshan University

Joseph Arthur Davies is lecturer of English language at Duke Kunshan University, China. He has MA in TESOL with Applied Linguistics, DETLA, and Senior Fellowship of the Higher Education Academy (SFHEA). His research focuses on Higher Education feedback literacy, English for Academic Purposes instruction and pedagogy, and language classroom assessment.

Laura Davies, Duke Kunshan University

Laura J. Davies is the Assistant Director of EAP, and Lecturer of English Language at Duke Kunshan University. She holds an MA in TESOL with Applied Linguistics and a Cambridge University Postgraduate Diploma in TESOL (DELTA), specializing in higher education English language teaching management. She is also a Senior Fellow of the Higher Education Academy (SFHEA). Her research interests include intercultural engagement, student identity, and course design.

References

Cassady, J. C., and Johnson, R. E. (2002) ‘Cognitive Test Anxiety and Academic Performance’, Contemporary Educational Psychology 27(2), pp. 270-295. https://doi.org/10.1006/ceps.2001.1094

Davies, J. A., Davies, L. J., Conlon, B. M., Emmerson, J., Hainsworth, H., and McDonough, H. G. (2020) ‘Responding to COVID-19 in EAP Contexts: A Comparison of Courses at Four Sino-Foreign Universities’, International Journal of TESOL Studies 2(2), pp. 32-51. Available at: https://www.tesolunion.org/journal/details/info/2MzcueZGQ3/Responding-to-COVID-19-in-EAP-Contexts:-A-Comparison-of-Courses-at-Four-Sino-Foreign-Universities (Accessed: 27 May 2021)

Davies, L. J., Chiocca, E. S., Hiller, K. E., Campbell, M., and Naghib, S. (2020) ‘Transformative Learning in Times of Global Crisis: Reflections on Collaborative Working Practice’, CEA Critic 82(3), pp. 218-226. https://doi.org/10.1353/cea.2020.0036.

Dunaway, M. K. (2011) ‘Connectivism: Learning theory and pedagogical practice for networked information landscapes’, Reference Services Review 39(4), pp. 675-685. https://doi.org/10.1108/00907321111186686

Siemens, G. (2005) Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning 2(1). Available at: http://itdl.org/Journal/Jan_05/article01.htm (Accessed: 25 May 2021).

Thomas, M., and Reinders, H. (2010) Task-based language learning and teaching with technology. Bloomsbury.

UNESCO. (2020) COVID-19 Educational Disruption and Response. Available at: https://en.unesco.org/covid19/educationresponse (Accessed: 5 April 2020).

Wise, A., and Schwarz, B. (2017) ‘Visions of CSCL: Eight provocations for the future of the field’, International Journal of Computer-Supported Collaborative Learning 12, pp. 423–467. https://doi.org/10.1007/s11412-017-9267-5

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Published

14-10-2021

How to Cite

Davies, J. and Davies, L. (2021) “Lessons from a virtual field trip: Adapting explorative and immersive learning pedagogy”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.735.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Embodied learning in an online world

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