Exploring the Significance of 360-Degree Video Technology on Fieldwork Learning in Higher Education: Students’ Perspectives

This paper discusses the use of 360-degree cameras in two distinct fieldwork learning activities in higher education. This study aims to identify specific contributions of 360-degree video and its relation to the fieldwork learning process, from the perspective of students and when compared to other tools and methods for data collection. A mixed-methods approach was utilized to understand students’ learning process, obtaining data by survey, analysis of results from in-class activities, and observational analysis. In total, 83 students participated in these activities. The two activities showcase how 360-degree video can be utilized by students in relation to fieldwork activities, to collect data and to back their claims with evidence. By investigating common themes on self-reports written by the students, the unique contributions of 360-degree camera on field observation and subsequent approaches to data analysis are highlighted when compared to other tools and methods. The understanding of these unique contributions points bring us closer to identifying specific learning components for the design of educational programs that can benefit from this technology.