OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Geography in Higher Education is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences	132
Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability	28
Student Perceptions of Semester-Long In-Class Virtual Reality: Effectively Using “Google Earth VR” in a Higher Education Classroom	24
A futuring approach to teaching wicked problems	17
A novel approach to measuring student engagement while using an augmented reality sandbox	17
Teaching (super) wicked problems: authentic learning about climate change	15
Should you be using mobile technologies in teaching? Applying a pedagogical framework	15
Digital storytelling, student engagement and deep learning in Geography	15
Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge	14
Integrating contemplative pedagogy and anti-oppressive pedagogy in geography higher education classrooms	14
Translating green economy concepts into practice: ideas pitches as learning tools for sustainability education	13
Decolonising pedagogies in undergraduate geography: student perspectives on a Decolonial Movements module	13
Digital humanitarians for the Sustainable Development Goals: YouthMappers as a hybrid movement	11
Teaching sensory geographies in practice: transforming students’ awareness and understanding through playful experimentation	10
Design precepts for online experiential learning programs to address wicked sustainability problems	10
Evaluation of story maps by future geography teachers	10
Fostering constructive thinking about the ‘wicked problems’ of team-work and decision-making in tourism and geography	10
Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond	10
Towards the Nature of Geography for geography education: an exploratory account, learning from work on the Nature of Science	9
Teaching a geography field methods course amid the COVID-19 pandemic: reflections and lessons learned	9
Interanimating Black sexualities and the geography classroom	9
Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?	9
Active learning using a smartphone app: analysing land use patterns in Cork City, Ireland	9
How to incorporate theory in (urban) field trips: the built environment as concrete abstraction	8
Education for sustainable development with transdisciplinary-oriented courses - experiences and recommendations for future collaborations in higher education teaching	8

Pursuing PhD by publication in geography: a collaborative autoethnography of two African doctoral researchers	8
Learning about Europe through educational gaming	8
Disaster drills as experiential learning opportunities for geographic education	7
Use of oral examinations to assess student learning in the social sciences	6
Students’ negotiations of belonging in geoscience: experiences of faculty–student interactions when entering university	6
Student perceptions of reflection and the acquisition of higher-order thinking skills in a university sustainability course	6
International fieldwork as skills development: an exploratory study	6
Teaching geographies of the far-right in Germany – conceptualising hate and fear as didactic challenges	6
An indoor landscape for instruction of 3-D aerial drone imagery	6
Learning by feeling: excursions into the affective landscape	6
Hope and grief in the human geography classroom	6
Envisioning indigenized geography: a two-eyed seeing approach	6
The effect of emotional experiences in fieldwork: embodied evidence from a visual approach	5
Teaching critical physical geography	5
Lockdown lessons: an international conversation on resilient GI science teaching	5
A GPS-enabled portable air pollution sensor and web-mapping technologies for field-based learning in health geography	5
Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education	5
Towards a pedagogical policy turn in geography	5
Pandemic pedagogies: reflecting on online learning using the community of inquiry framework	5
Teaching “wicked” problems in geography	5
Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science	5
Student evaluations of using virtual reality to investigate natural hazard field sites	5