11:00 AM - 1:00 PM
[HTT21-P03] Learning through cartography using WebGIS in online classes for university students
Keywords:cartography, university student, WebGIS, online class
Maps are important materials for learning activities in geography and related subjects. In addition to reading ready-made maps created by experts, students can also create their own maps as an effective learning activity. In recent years, WebGIS has become widespread, enabling students to create maps using ordinary personal computer (PC) terminals. The presenter previously conducted a trial of OpenStreetMap-based cartography learning for university students and found that the learning process produced effects similar to those of making familiar environments unknown and dissimilar landscapes (Nakamura 2015). Based on the results of this research, a university class, “Geographical Information in Our Lives,” focusing on cartography using WebGIS, was started in the 2018 academic year. Initially, the class was conducted as a weekly face-to-face program at the university and the expected learning effect was obtained. However, due to the spread of COVID-19, the class had to be conducted online from the 2020 academic year. Consequently, the class format was modified in detail to achieve the same learning effect as the face-to-face class. This research aims to examine the effects of these differences in class format on the learning process of university students through cartography.
The class “Geographical Information in Our Lives” has three objectives: to acquire basic knowledge about maps, to acquire basic skills in cartography and the utilization of maps, and to acquire knowledge and skills to utilize map information in daily life. In the first half of the class, the students create a general map using OpenStreetMap, and in the second half, they create a thematic map using jSTAT MAP. In FY2018 and FY2019, the classes were conducted in a conventional face-to-face format, in FY2020, in a real-time online class using the online conference system Zoom (hereafter “real-time format”), and in FY2021, in an asynchronous on-demand class using the education support system manaba (hereafter “on-demand format”). To examine the effects on the learning process, the numbers of registered students, class participants, and credit recipients for each academic year were compared, and the content of the students’ impressions of each class was qualitatively analyzed.
The numbers of students who registered/participated/acquired credits for each year were 6/6/5 in FY2018 (face-to-face format), 18/17/12 in FY2019 (face-to-face format), 12/9/7 in FY2020 (real-time format), and 31/30/22 in FY2021 (on-demand format), respectively. Particularly in the second half of the class, when students create thematic maps using jSTAT MAP, it is necessary to follow up with many students individually to answer their questions. In the real-time format (FY2020), individualized support could be provided in the face-to-face format, partly because there were not many participants in the class, and the credit acquisition rate could be maintained at a high level. In the on-demand format (FY2021), the numbers of registered students and class participants were the largest in the four academic years, and the credit acquisition rate was somewhat low, partly because the individualized support became asynchronous and text-based, but the impressions of the credit acquisition students suggested that the expected learning effect was obtained.
The class “Geographical Information in Our Lives” has three objectives: to acquire basic knowledge about maps, to acquire basic skills in cartography and the utilization of maps, and to acquire knowledge and skills to utilize map information in daily life. In the first half of the class, the students create a general map using OpenStreetMap, and in the second half, they create a thematic map using jSTAT MAP. In FY2018 and FY2019, the classes were conducted in a conventional face-to-face format, in FY2020, in a real-time online class using the online conference system Zoom (hereafter “real-time format”), and in FY2021, in an asynchronous on-demand class using the education support system manaba (hereafter “on-demand format”). To examine the effects on the learning process, the numbers of registered students, class participants, and credit recipients for each academic year were compared, and the content of the students’ impressions of each class was qualitatively analyzed.
The numbers of students who registered/participated/acquired credits for each year were 6/6/5 in FY2018 (face-to-face format), 18/17/12 in FY2019 (face-to-face format), 12/9/7 in FY2020 (real-time format), and 31/30/22 in FY2021 (on-demand format), respectively. Particularly in the second half of the class, when students create thematic maps using jSTAT MAP, it is necessary to follow up with many students individually to answer their questions. In the real-time format (FY2020), individualized support could be provided in the face-to-face format, partly because there were not many participants in the class, and the credit acquisition rate could be maintained at a high level. In the on-demand format (FY2021), the numbers of registered students and class participants were the largest in the four academic years, and the credit acquisition rate was somewhat low, partly because the individualized support became asynchronous and text-based, but the impressions of the credit acquisition students suggested that the expected learning effect was obtained.