Virtual Fieldtrips: construction, delivery, and implications for future geological fieldtrips

Virtual geological fieldtrips have become increasingly popular over the last decade, with the advent of remote piloted vehicles (RPVs; drones) leading to progressively sophisticated photorealistic virtual outcrops (VOs). As the COVID-19 pandemic led to widespread international travel restrictions, virtual fieldtrips (VFTs) became practical, and necessary substitutes for traditional fieldtrips. This contribution explores two VFTs delivered to a master’s level Petroleum Geoscience course at the University of Aberdeen, normally run as traditional fieldtrips to the Spanish Pyrenees and Utah. The paper describes the delivery of these VFTs and examines student perception, gauged primarily through questionnaires. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student questionnaires reflect the satisfaction of group with the teaching method and feedback was more positive for the virtual fieldtrips than the equivalent real-world trips in earlier years. Our findings also highlight several notable advantages associated with VFTs, including the ability to examine geology data at a range of scales, financial and access inclusivity, and reduced environmental impact. Several disadvantages with VFTs were also highlighted, including a reduction in social cohesion, and missing out on the experience of travelling and being outdoors. Our findings highlight implications for future application of VFTs and the opportunity to utilise both traditional fieldtrips and VFTs within a blended learning approach.