A Modular E-Learning Environment to Teach GIS to On-Campus and Distance Education Students1

NACTA Journal, Mar 2005 by Grunwald, S, Ramasundaram, V, Jesseman, D K

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.

Introduction

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. The availability of geographic datasets is growing exponentially and geographic information technologies have changed the way we manage, display and interpret geospatial data representing geologic formations, soils, topography, land use, land cover and more (Fisher and Unwin, 2002). Yet learners need to develop an understanding of "how to conduct geospatial modeling" and "how to use a specific spatial function to address a geographic problem". Students are challenged to develop abstract geographic thinking skills to comprehend the spatial and temporal distribution of land resources, their interrelationships with other environmental factors and processes, and the impact of human activities on land resources.

Geographic information systems are ideal tools to manage, analyze, and display geospatial data (Burrough and McDonnell, 1998). However, teaching GIS is not limited to rehearsing geospatial terminology and to repeating basic GIS functions (e.g. import and print a map). Rather to successfully teach GIS there are two equally important aspects. First, to teach students how to operate a GIS and how to select and employ specific geospatial functions for specific tasks. Second, to teach GIScience, i.e., to synergize GIS operations to solve a geospatial problem, to comprehend and integrate huge amounts of geospatial data, and facilitate understanding of both large-scale and small-scale geographic features of ecosystems. This can be accomplished by stimulating the creative and abstract geographic thinking skills of students. Students are encouraged to immerse themselves into a virtual geographic world that consists of 2D and 3D geographic objects.

Spatial information technology per se does not determine learning outcomes. Rather, learning outcomes are influenced by the choices that instructors make about the organization of teaching and learning tools, choices about content, and the motivation of students to go beyond provided course material. The role of information technology is to expand the available choices.

Reusable Learning Objects (RLO) are elements of a new type of computer-based instruction grounded in the object-oriented paradigm of computer science. They provide a digital educational resource or "chunk" that can be reused, scaled and shared from a central repository in the support of instruction and learning (Hodgins, 2000; Urdan and Weggen, 2000). Each RLO supports a single learning objective. They include, but are not limited to, text entries, web sites, bibliographies, charts, figures, photographs, illustrations, assessments, tutorials, electronic calculators, simulations, audio and video clips. They vary in size, scope, and level of granularity ranging from small chunks of instruction to a series of resources combined to provide a more complex learning experience. In short, RLOs are altering the landscape of learning (e.g. MERLOT http://www.merlot.org/Home.po).

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, which is a compartmentalized educational framework based on the RLO concept. The learning environment provides a digital educational resource that can be reused, scaled, updated and shared from a central repository in the support of instruction and learning (Figure 1)