By Dr. Shahabuddin Amerudin
Introduction
The GIS Training Camp 2 (SBEG3542) was conducted over a three-week period from February 17 to March 7, 2025, involving 52 students organized into 13 groups. The course aimed to provide hands-on GIS training and spatial analysis applications in the UTM Recreational Forest, supporting UTM Geotourism’s mission of sustainable ecotourism and biodiversity conservation. An open-ended survey was conducted at the end of the course to evaluate student experiences, challenges, and suggestions for improvement. A total of 47 responses were received, providing valuable insights into the strengths and areas for enhancement of the program.
Challenges Faced by Students
The most commonly reported challenge was data processing, specifically issues with software compatibility, late data availability, and difficulties in handling large datasets. One respondent stated, “The data from the drone was too late to get and got problems processing the data in ArcGIS.” Similarly, another noted, “It was hard to process high-resolution data on our personal laptops due to hardware limitations.” This sentiment was echoed by 63.8% of respondents who indicated that they faced issues with data acquisition and analysis.
Other challenges included time management, with students struggling to balance fieldwork and data processing. Some groups found that three weeks was insufficient to complete both the field data collection and analysis comprehensively. One student remarked, “We spent too much time collecting data and had very little time left for analysis and report writing.” Furthermore, 40.4% of respondents cited difficulties with field equipments, such as handheld GPS inaccuracies and tree measurement device .
Sufficiency of Course Duration
When asked about the adequacy of the course duration, 55.3% of students believed that the three-week period was sufficient, while 44.7% suggested extending the course. Among those advocating for a longer duration, most proposed an additional one to two weeks to allow more time for analysis and report compilation. One respondent suggested, “An extra week dedicated solely to data analysis and report writing would be very helpful.”
Suggestions for Improvement
The most common suggestion was the earlier provision of datasets. Many students recommended that preliminary data, especially drone imagery and base maps, should be provided before fieldwork to allow for early analysis. One respondent stated, “Providing drone imagery earlier will help us plan field data collection better and save time on processing.” This was supported by 78.7% of respondents who highlighted data timeliness as a critical improvement area.
Another significant recommendation was to improve equipment availability. Some students experienced difficulties with limited GPS units and drones, leading to delays in field data collection. One student suggested, “There should be more GPS units and a backup drone in case of technical failures.” Furthermore, 36.2% of respondents expressed a desire for additional software training, particularly in GIS automation and advanced spatial analysis.
Fieldwork Adequacy and Suggested Enhancements
The majority of respondents (72.3%) agreed that the fieldwork activities were well-structured and relevant to their projects. However, some students noted that certain field exercises, such as UAV-based thermal imaging and hydrological modeling, needed clearer instructions and better coordination. One student mentioned, “The drone thermal imaging session was interesting, but we needed more guidance on how to interpret the results.” Similarly, another commented, “Hydrological modeling for flood risk assessment was challenging because we lacked enough training in terrain analysis.”
Additional Topics for Future Inclusion
Several students recommended adding new topics or enhancing existing ones to improve the learning experience in GIS Training Camp 2. Among the most frequently suggested topics, Remote Sensing and LiDAR Data Processing received the highest interest, with 41.7% of respondents expressing a desire to include it in future iterations of the course. This reflects a growing need for expertise in handling high-resolution spatial data, particularly in environmental and terrain analysis. Additionally, 38.3% of students suggested incorporating Advanced GIS Automation and Python Scripting, highlighting the need for more efficient and automated data processing techniques. One student specifically noted, “A session on GIS automation using Python would make data processing much easier,” reinforcing the demand for practical programming skills in GIS.
Furthermore, 31.9% of respondents expressed interest in Machine Learning Applications in GIS, indicating a recognition of the increasing role of artificial intelligence in spatial analysis. These suggestions collectively emphasise the importance of integrating more advanced GIS training to complement the fieldwork experience, ensuring that students are equipped with the necessary technical skills for real-world applications.
General Feedback and Final Comments
Overall, 85.1% of respondents found the course to be a valuable learning experience. Many appreciated the practical, hands-on approach of the training camp, with one student stating, “This was the most engaging GIS course I’ve taken; it really connected theory with real-world applications.” However, some students suggested incorporating more industry engagement, such as guest lectures from GIS professionals and potential collaboration with external agencies.
Recommendations for Future Improvements
Based on the survey findings, several recommendations can be made to enhance future iterations of GIS Training Camp 2. One key improvement is to ensure early data availability by providing essential datasets, such as drone imagery, LiDAR scans, and base maps, before fieldwork begins. This would allow students to plan more effectively and optimize their time in the field. Additionally, increasing equipment availability is crucial to mitigate delays in data collection and processing. Expanding access to GPS units, drones, and high-performance computing facilities would help students complete their tasks more efficiently.
Another important recommendation is to extend the course duration by an additional one to two weeks, particularly to allow more time for data analysis and reporting. Many students found the current timeframe challenging for conducting in-depth spatial analysis, and a slight extension could significantly enhance the learning experience. Furthermore, introducing advanced GIS training would be beneficial, particularly in areas such as Python scripting for GIS automation, machine learning applications, and LiDAR data processing. These technical skills are increasingly relevant in modern geospatial analysis and would better prepare students for industry demands.
Improving field instruction is another critical area for enhancement. Providing clearer guidelines for data collection, particularly for UAV-based thermal imaging and hydrological modeling, would help students navigate technical challenges more effectively. Lastly, enhancing industry engagement through guest lectures by GIS professionals and fostering collaborations with external organizations would provide students with valuable industry insights and networking opportunities. Implementing these recommendations would not only improve the overall course structure but also ensure that students gain a more comprehensive and practical understanding of GIS applications.
Conclusion
The GIS Training Camp 2 provided students with an immersive, hands-on learning experience in applying GIS techniques to real-world environmental and geotourism challenges. The feedback from respondents highlights both the strengths of the program and areas for improvement. While students found the course highly beneficial, challenges related to data processing, equipment availability, and time constraints were frequently mentioned. By addressing these concerns and incorporating the suggested improvements, future editions of the course can be further enhanced to provide an even more impactful learning experience for students.
Acknowledgement
The success of GIS Training Camp 2 (SBEG3452) is a testament to the collective dedication, expertise, and support of numerous individuals and organisations. We extend our deepest gratitude to Sr Dr. Othman bin Zainon, Director of the Department of Geoinformation, for his invaluable leadership and unwavering support. Our heartfelt appreciation goes to Dr. Alvin Lau Meng Shin for providing access to cutting-edge drone technology, including the DJI Matrice 300 RTK equipped with LiDAR and thermal sensors, which significantly enhanced our data collection capabilities. We are also profoundly grateful to Assoc. Prof. Dr. Muhammad Zulkarnain Abd Rahman for his expertise in LiDAR and thermal data processing, which played a crucial role in analyzing geospatial datasets. Special thanks go to Mr. Khairunizam bin Md Ribut for his guidance on drone pilot and permit application, ensuring compliance with operational standards. Additionally, we sincerely acknowledge Ts. Dzulzazreen bin Mohd Zubir, Head of UTM Geotourism, and Mdm. Akmalinnisa binti Md Hidiah from UTM Geotourism for their dedication in incorporating geotourism elements into the program, enriching students’ learning experiences.
We are also immensely grateful to all UTM Geotourism staff for their unwavering support and guidance during field data collection at Hutan Rekreasi UTM. Their expertise and assistance were invaluable in ensuring smooth field operations, particularly in trail tracking and river mapping, which significantly enhanced the accuracy and efficiency of our geospatial data collection efforts.
A sincere appreciation is extended to all professors, lecturers, group supervisors, and laboratory staff whose tireless dedication, mentorship, and technical support have played a vital role in guiding students through data collection, spatial analysis, and project development. Their commitment to academic excellence and hands-on learning has significantly enriched the students’ experience.
Furthermore, we express our deep gratitude to the financial contributors who generously supported the Majlis Berbuka Puasa, allowing us to foster a sense of unity and togetherness during this meaningful occasion.
A special acknowledgment goes to the students who have actively and voluntarily contributed to the program’s success. This includes those who took on the role of emcees, showcasing their leadership and communication skills; those who managed the borrowing and returning of equipment, ensuring seamless execution of field and lab activities; and the treasurer, who handled financial matters with diligence and responsibility.
Finally, we extend our heartfelt thanks to every individual who has contributed, directly or indirectly, to the success of this training camp. Whether through logistical coordination, administrative support, or voluntary participation, your efforts have been invaluable in making GIS Training Camp 2 a truly enriching and impactful learning experience.
To all who have played a part, we sincerely appreciate your dedication and contributions—your support has been fundamental to the success of this course.