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An evaluation of Foreign Fieldwork in promoting Deep learning: A preliminary investigation

Hill, Jennifer; Woodland, Wendy


Jenny Hill
Associate Professor in Teaching and Learning

Wendy Woodland
Senior Lecturer in Physical Geography


This article defines and evaluates the role of foreign fieldwork in promoting deep learning by university undergraduates of geography and environmental management. Empirical results show that students generally rose to the challenge of predictive-analytical learning to produce grades congruent with their Level 2 results. While some students began to question the acquisition of knowledge and came to realise its provisional nature, others met with considerable difficulty in achieving deeper understanding through problem-solving activity. Understanding was ultimately individually constructed and often assessment-driven. The academic integrity of fieldwork must be clarified in order to substantiate its continued place in higher education. © 2002 Taylor & Francis Ltd.


Hill, J., & Woodland, W. (2002). An evaluation of Foreign Fieldwork in promoting Deep learning: A preliminary investigation. Assessment and Evaluation in Higher Education, 27(6), 539-555.

Journal Article Type Article
Acceptance Date Jan 1, 2002
Publication Date Dec 1, 2002
Journal Assessment and Evaluation in Higher Education
Print ISSN 0260-2938
Electronic ISSN 1469-297X
Publisher Taylor & Francis (Routledge)
Peer Reviewed Not Peer Reviewed
Volume 27
Issue 6
Pages 539-555
Public URL
Publisher URL
Additional Information Additional Information : Equal co-author. This pedagogic paper was stimulated by undergraduate field trips to Tunisia run by Woodland and Hill in the early 2000s. The challenges and opportunities to deep learning created by a foreign destination were evaluated by means of structured academic field exercises and interviews with individual students.