Virtual Fieldwork in Online Ecology Learning: Effects on Environmental Literacy, Scientific Reasoning, and Student Engagement

Aprilistiya Anggraini; Indah Ayu Lestari; Rahmawati Safitri

Authors

Aprilistiya Anggraini Department of Environmental Education, Universitas Negeri Jakarta, Jakarta, Indonesia
Indah Ayu Lestari Department of Environmental Education, Universitas Negeri Jakarta, Jakarta, Indonesia
Rahmawati Safitri Department of Environmental Education, Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords:

environmental literacy, online ecology learning, scientific reasoning, student engagement, virtual fieldwork

Abstract

Fieldwork is an essential component of ecology education because it promotes experiential learning, scientific inquiry, and environmental awareness. However, conventional fieldwork is frequently constrained by limited accessibility, financial costs, geographical barriers, safety considerations, and time restrictions, particularly in online learning environments. Virtual fieldwork has emerged as an innovative instructional approach that provides authentic ecological experiences through interactive digital technologies. This study investigated the effects of virtual fieldwork in online ecology learning on environmental literacy, scientific reasoning, and student engagement among undergraduate students. A quantitative explanatory research design was employed using a cross-sectional survey involving 228 students enrolled in online ecology courses. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicated that virtual fieldwork had significant positive effects on environmental literacy, scientific reasoning, and student engagement. The findings demonstrate that authentic and immersive virtual learning experiences enhance students' understanding of ecological concepts, strengthen evidence-based reasoning, and promote active participation throughout the learning process. The study concludes that virtual fieldwork represents an effective complementary instructional strategy for online ecology education by expanding access to experiential learning while maintaining educational quality. These findings provide practical implications for designing technology-enhanced ecology courses that foster higher-order learning outcomes and sustainable environmental education in higher education.

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