Indirect field experience in coastal geomorphology via virtual fieldtrips: a case from Rhodes island, Greece

Abstract:

In this time period with the occurrence of COVID19 and the physical educational activities frozen, the urge for distance learning has been raised up. Geoscience tutors and trainers need to adapt their educational methods in a “no physical contact” framework. But what about the field excursions that are an integral part for teaching geosciences? Having this question in mind, the solution of the virtual fieldtrips was revealed. The concept of virtual fieldworks involves a more interactive approach than a typical e-lecture. In fact, a virtual fieldwork can be also useful in classes where students have the opportunity for a quick and realistic “visit” to a particular study area. Furthermore, the tool of virtual fieldwork may help to overcome educational difficulties such as poor weather, accessibility issues, economic difficulties, mobility impairments.

In this context, a virtual fieldtrip was implemented in Rhodes island, the largest among the Dodecanese Archipelago in the southeastern Aegean Sea (Greece). Our goal is to provide geoscience students of any educational level, the experience of getting a “closer look” on the unique coastal landscape of a tectonically active area and a better understanding on how tectonics and sea level changes shape the coastal landscape. The virtual fieldtrip focuses on the coastal evolution, relative sea level changes, tectonic history and palaeoseismicity of Rhodes Isl. Numerous features attest to the complex Quaternary evolution of the island, such as marine terraces, uplifted tidal notches, submerged quarries, which reveal that Rhodes is composed of small crustal blocks with each block being affected by a particular tectonic history.

The visualization of the field trip is accomplished through the web platform of Google Earth in which the students can virtually visit and study the main landforms of the area, through drone-captured images and video material, while it is accompanied by a fieldtrip guide. The field trip consists of eleven stops, separated in two days, where students can virtually visit faults, marine terraces, beachrocks, notches and bio-erosional features. This virtual fieldtrip will allow students to critically evaluate and communicate ideas, formulate scientific explanations from evidence and use appropriate tools to gather, analyze, and interpret data.