Abstract:
Courses in geographic information systems (GIS) are now firmly established within the mainstream curricula of university programs world-wide. Recent changes in information technology have challenged instructors not only in terms of what they teach, but more importantly in terms of how they teach GIS. Our goal was to develop an e-learning environment that stimulates the higher-order cognitive skills of students such as geographic abstraction and critical thinking. Our specific objectives were: (1) to build a virtual modular learning environment based on the Reusable Learning Objects (RLO) concept and (2)to evaluate the efficacy of different e-learning tools for on-campus (OC) and distance education (DE) students in context of learning outcomes. We built a virtual GIS computer laboratory which provided GIS datasets, software and applications. Results from a survey showed that DE and OC students learning outcomes were comparable. DE students faced barriers of time management and less computer literacy. The RLO environment was well received by DE and OC students because of organizational clarity and transparency. A virtual GIS course has the potential to generate equal learning outcomes comparable to on-campus GIS courses provided students are self-motivated to study the course material and capable to manage their time.
Keywords:
e-learning, GIS, distance learning, on-campus
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