With the introduction of in-class group-based virtual reality (VR), multiple students can interact in a single shared "metaverse". One geography-focused group VR option is the Wooorld app, available on various Meta Quest unit models. To evaluate the feasibility of group VR in a higher education geography lecture classroom, a pilot study…

Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some…

This article discusses the results when integrating digital versatile disc (DVD) technology in full-time second-year geography for BEd degree students at a university in South Africa, a developing country. It proposes a framework for the integration of the DVD in geography teaching and learning, steered by students' needs, feedback and…

Interesting teaching techniques that geography teachers at the college and university level can use in their lectures and in their seminars and tutorials are presented. (RM)

Described is a method of lecturing in which the lecture period is divided into a number of segments. Only some segments involve the lecturer talking. In others students discuss topics or complete exercises. An example of such a lecture on aspects of Christaller's central place theory is described. (Author/RM)

Offers one example of a lecture that can build on personal research experience to demonstrate the ways in which attitudes of categories influence the focus, design, and outcomes of research projects. Provides some suggestions for further developing the lecture material in a post-lecture tutorial session and/or assignment. (CMK)

Library instruction can only succeed when fully integrated with the teaching of the subject. This requires greater consideration by geography teachers of the relationship between bibliographic knowledge and substantive knowledge. (Author/RM)

Compares student reactions to traditional teaching methods and an approach where computer-based tools (GEODe CD-ROM and GIS-based exercises) were either integrated with or replaced the traditional methods. Reveals that the students found both of these tools valuable forms of instruction when used in combination with the traditional methods. (CMK)

Describes and promotes topic synthesis, an approach where students rather than instructors summarize the key points of the previous lecture at the beginning of the next class. Benefits include improved oral presentation skills and reinforcement of key concepts. The method also provides an accurate assessment tool. (MJP)

Reviews the series of British books entitled "The Geography Discipline Network Guides on Teaching, Learning and Assessment." Believes that the series will inspire teachers to think about educating students in new and positive ways and could sustain a system of higher education based on the values presented in the guides. (CMK)

Comments on the series of British books entitled "The Geography Discipline Network Guides on Teaching, Learning, and Assessment." Stresses that the guides lacks relevant information for geography teachers in New Zealand or Australia, but contends that some of the information can be adapted for educators in these countries. (CMK)

Expounds that "The Geography Discipline Network Guides on Teaching, Learning, and Assessment" that were produced by the English Geography Discipline Network are a worthwhile addition to the efforts to promote geographic literacy. Maintains that there are deficiencies since the guides aim only at individual lecturers and instructors of geography.…

Maintains that philosophical concepts in geography are widely regarded as an important element in geography degrees, yet students have problems understanding them. Describes how a large lecture course was modified to promote understanding by increasing interaction between lecturer and student. (CFR)

How the computer can be used to support and improve the following teaching and study methods in geography is discussed: lectures, reading, tutoring, small group teaching, simulation, educational games, model building, problem solving, field work, written work, and exploratory data analysis. Educational problems involved in each application are…

Describes and evaluates televised lectures that were added to a geography course to accommodate classroom overflow. Comparisons of academic performance between attendees of the live lectures and the broadcast audience revealed no significant difference. Survey questionnaires indicate that students felt the televised method to be valuable. (MJP)