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University students' perspectives on emergency online GIS learning amid the Covid‐19 pandemic
Author(s) -
Yan Yingwei,
Cai Fangyi,
Feng ChenChieh,
Chen Yuanyi
Publication year - 2022
Publication title -
transactions in gis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.721
H-Index - 63
eISSN - 1467-9671
pISSN - 1361-1682
DOI - 10.1111/tgis.12977
Subject(s) - covid-19 , pandemic , face (sociological concept) , resilience (materials science) , psychological resilience , psychology , interpretation (philosophy) , online teaching , medical education , mathematics education , sociology , medicine , computer science , social psychology , social science , physics , disease , pathology , virology , outbreak , infectious disease (medical specialty) , thermodynamics , programming language
Abstract This study investigated GIS students' perspectives on emergency online learning (EOL) during the Covid‐19 pandemic through a case study at National University of Singapore. Questionnaire surveys administered to three GIS courses were conducted, the result of which suggests that the GIS teaching could be completed effectively online during the crisis. In addition, the positive and negative influences of this learning mode have been discussed in connection to relevant student perspectives on social media and relevant findings in the literature. Relatively, senior and independent learners adapted better to the EOL, while beginners and less self‐disciplined learners may need more face‐to‐face guidance, interactions, and direct supervision. It is worth pointing out that despite some students seeing the demand for a higher level of self‐discipline as being negative, others saw this property contributed to them being better independent learners with self‐motivation, suggesting the need for a nuanced interpretation of the results that consider perspectives. Based on the pros and cons of the EOL investigated, this article further stresses the need to cultivate a post‐pandemic blended GIS learning pedagogy for enhancing higher GIS education's quality and resilience in times of crisis.