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. The restrictions implemented to contain the spread of theCOVID-19 pandemic during 2020 and 2021 have forced university-leveleducators from around the world to seek alternatives to the residential physicalfield trips that constitute a fundamental pillar of Geoscience programmes.The field-mapping course for second-year Geology BSc students fromCardiff University was replaced with a virtual mapping course set in thesame area as previous years, the Esla Nappe (Cantabrian Zone, NW Spain). Thecourse was designed with the aim of providing the students with the samemethodology employed in physical mapping, including such skills as gathering discrete data at stopslocated along five daily itineraries. Data included bedding attitude,outcrop descriptions with a certain degree of ambiguity, photographs and/orsketches, panoramic photos, and fossil images. Data were provided to thestudents through georeferenced KMZ files in Google Earth. Students wereasked to keep a field notebook, define lithological units of mappable scale,identify large structures such as thrust faults and folds with the aid ofage estimations from fossils, construct a geological map on a hard-copytopographic map, draw a stratigraphic column and cross sections, and plotthe data in a stereonet to perform structural analysis. The exercise allowedfor successful training of diverse geological field skills. In light ofthe assessment of reports and student surveys, a series of improvements forthe future is considered. Though incapable of replacing a physical fieldcourse, the virtual exercise could be used in preparation for theresidential field trip.

Virtual field trip to the Esla Nappe (Cantabrian Zone, NW Spain): delivering traditional geological mapping skills remotely using real data