University students' perspectives on emergency online GIS learning amid the Covid‐19 pandemic

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. [ FROM AUTHOR] Copyright of Transactions in GIS is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)