In this research we compared learning in the field with learning in the classroom, considering student learning within the Earth sciences. We assessed students’ ability to learn and understand key geological structures and concepts while being affected by the lack of direct fieldwork during COVID-19 lockdowns. The study involved undergraduate students from the University of Tehran who attended the course Geology of Iran, and a comparable group from the same university enrolled in similar Earth science courses who were unable to participate in fieldwork due to the COVID-19 lockdown. Both groups were interviewed using a qualitative approach. Findings revealed that students without fieldwork experience had challenges in grasping specific concepts, especially those related to the scale of the geological components. We also addressed the accessibility of outdoor learning and issues of safety and compared its pros and cons with classroom instruction. In addition, we evaluated the application of technology in fieldwork education with emphasis on the integration of digital tools into Earth sciences education.
Foroughi et al. (Mon,) studied this question.