Journal articles: 'Outdoor experiential education'

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James, Joan K., and Theresa Williams. "School-Based Experiential Outdoor Education." Journal of Experiential Education 40, no. 1 (February 3, 2017): 58–71. http://dx.doi.org/10.1177/1053825916676190.

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In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity.

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Warren, Karen, Nina S. Roberts, Mary Breunig, and M. Antonio (Tony) G. Alvarez. "Social Justice in Outdoor Experiential Education." Journal of Experiential Education 37, no. 1 (January 17, 2014): 89–103. http://dx.doi.org/10.1177/1053825913518898.

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Ramdan, Asep. "Pengaruh Outdoor Education Berlandaskan Experiential Learning Terhadap Kreativitas." MAENPO 8, no. 2 (April 11, 2020): 45. http://dx.doi.org/10.35194/jm.v8i2.927.

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Outdoor education berlandaskan experiential learning merupakan sarana menambah pengalaman belajar dan menjadi pelajaran yang sangat penting membawa perubahan bagi kehidupan seseorang. Pengalaman yang ditemukan tentunya sangat mendidik, artinya bahwa pengalaman tersebut memberikan pengertian yang sangat mendalam dan melampaui pengalaman yang hanya merupakan sebuah transaksi dari seseorang dan lingkungan yang dirasakan itu. Berdasarkan konsep-konsep diatas maka outdoor education dilakukan berlandaskan experiential learning, yang ditujukan untuk meningkatkan kreativitas.. Tujuan dalam penelitian ini adalah ingin mengetahui pengaruh dari Outdoor Education berlandaskan Experiential Learning terhadap kreativitas. Metode yang digunakan adalah Quasi Eksperimen dengan pendekatan Non-Randomized Control Group Pretest-Postest Design. Sampel dalam penelitian ini adalah pecinta alam mahasiswa olahraga (pamor) yang mengikuti kegiatan outdoor education sebanyak 20 orang, dan siswa bukan anggota pecinta alam yang tidak mengikuti outdoor education dalam jumlah yang sama. Sampel tersebut diambil dengan cara purposive sampling. Hasil penelitian menunjukan bahwa aktivitas outdoor education berlandaskan experiential learning memberikan pengaruh signifikan terhadap kreativitas dengan nilai t hitung 5,2 > t tabel 1,68 dengan taraf α 0,05 dan dk = n1 + n2 – 2. Kesimpulan dalam penelitian ini adalah aktivitas outdoor education berlandaskan experiential learning memberikan pengaruh signifikan terhadap kreativitas.

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Howden, Eric. "Outdoor experiential education: Learning through the body." New Directions for Adult and Continuing Education 2012, no. 134 (June 2012): 43–51. http://dx.doi.org/10.1002/ace.20015.

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Brown, Michael H. "Transpersonal Psychology: Facilitating Transformation in Outdoor Experiential Education." Journal of Experiential Education 12, no. 3 (November 1989): 47–56. http://dx.doi.org/10.1177/105382598901200312.

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Sibthorp, Jim, Rachel Collins, Kevin Rathunde, Karen Paisley, Scott Schumann, Mandy Pohja, John Gookin, and Sheila Baynes. "Fostering Experiential Self-Regulation Through Outdoor Adventure Education." Journal of Experiential Education 38, no. 1 (January 3, 2014): 26–40. http://dx.doi.org/10.1177/1053825913516735.

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Riley, Kathryn. "Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education." Journal of Experiential Education 43, no. 1 (October 14, 2019): 88–101. http://dx.doi.org/10.1177/1053825919881784.

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Background: Teaching and learning in outdoor experiential education is often conducted on lands with troubled histories of settler colonialism. This calls for new and creative forms of socioecological responsibility to attend to human supremacism and exceptionalism that marginalizes, exploits, dominates, and objectifies Other(s) in these Anthropocene times. Purpose: Through posthumanist philosophy (re)conceptualizing Western binary logics, this article explores possibilities for postcolonial land ethics in outdoor experiential education to address past, present, and future socioecological injustices and threats. Methodology/Approach: Adopting new materialist methodologies, this article examines affective materiality emerging from a series of multisensory researcher/teacher enactments, as set within pedagogies attuning-with land with a Grade 4/5 class in Canada. Findings/Conclusions: The affective materiality of sense-making in the researcher/teacher enactments provided opportunities to challenge discursively positioned land ethics, suggesting a transforming-with Other(s) through relationally co-constituted existences. Implications: Understanding that no separate and discrete worldviews exist in which individuals act through autonomous agency, but that worlding emerges through relational agency, teaching, and learning in outdoor experiential education can generate an intrinsic sense of responsibility to attend to more equitable relationships with Other(s) for/with/in these Anthropocene times.

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Ewert, Alan. "Managing Fear in the Outdoor Experiential Education Setting." Journal of Experiential Education 12, no. 1 (May 1989): 19–25. http://dx.doi.org/10.1177/105382598901200104.

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Hills, David, and Glyn Thomas. "Digital technology and outdoor experiential learning." Journal of Adventure Education and Outdoor Learning 20, no. 2 (April 13, 2019): 155–69. http://dx.doi.org/10.1080/14729679.2019.1604244.

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Câmpan, Adela-Simina, and Mușata Bocoș. "The Influence of Gender on Assertiveness, Behavior Control, Peers Social Skills and Task Orientation Of Preschoolers Aged 5-6." Educatia 21, no. 18 (May 21, 2020): 119–24. http://dx.doi.org/10.24193/ed21.2020.18.12.

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Outdoor education begins beyond the door of the classroom and promotes outdoor learning. Because it takes place in the natural environment, outdoor activities are more attractive, more appreciated by children, for which they are more motivated to become actively involved in the proposed work tasks. The research proposed and carried out by us aims to investigate the training and informative valences of an educational intervention program based on outdoor type experiential activities in preschool education, ages 5-6. Although this concept is at the beginning of the road in Romania, studies conducted abroad and the educational reality of other education systems have shown that outdoor education has many benefits for educators of all ages. Our research aims to highlight the impact of experiential outdoor activities on preschoolers. The present article aims to verify whether there are significant differences in gender regarding assertive behavior, behavior control, peer social skills and task orientation.

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Castilho, César Teixeira, and Christianne Luce Gomes. "Rethinking outdoor, experiential and informal education: beyond the confines." Journal of Adventure Education and Outdoor Learning 19, no. 4 (February 10, 2019): 371–73. http://dx.doi.org/10.1080/14729679.2019.1579103.

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Barrow, Giles. "Rethinking outdoor, experiential and informal education: beyond the confines." Pastoral Care in Education 36, no. 2 (March 14, 2018): 167–68. http://dx.doi.org/10.1080/02643944.2018.1449799.

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Duindam, Ton. "Perspectives: Experiential Education and Outdoor Adventure in the Netherlands." Journal of Experiential Education 17, no. 3 (December 1994): 37–40. http://dx.doi.org/10.1177/105382599401700309.

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Munge, Brendon, Glyn Thomas, and Deborah Heck. "Outdoor Fieldwork in Higher Education: Learning From Multidisciplinary Experience." Journal of Experiential Education 41, no. 1 (November 24, 2017): 39–53. http://dx.doi.org/10.1177/1053825917742165.

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Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common strengths, weaknesses, opportunities, and threats (SWOT) and outline implications for how OFW is used as an experiential learning pedagogy in higher education. Methodology/Approach: A descriptive literature review was undertaken to examine each aspect of the SWOT at the micro, meso, and macro levels, drawing from disciplines using OFW including biology, outdoor and environmental education, archaeology, and the associated geosciences. Findings/Conclusions: Strengths of OFW include engagement, outreach, and professional competencies; weaknesses exist in the areas of equity, logistics, and standards. Opportunities include improving pedagogical practices, diversity, and collaboration, while threats to OFW were costs, funding, outdated practices, and governance. Implications: Academics from a range of disciplines using OFW have similar experiences; therefore, exploring ways to collaborate or learn from each other will further develop OFW as an experiential learning strategy in higher education.

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Foran, Andrew. "The Experience of Pedagogic Intensity in Outdoor Education." Journal of Experiential Education 28, no. 2 (September 2005): 147–63. http://dx.doi.org/10.1177/105382590502800207.

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This paper is a phenomenological examination of Nova Scotian teachers leading children outside the normal school environment for instructional purposes. Phenomenology can examine the everyday, taken-for-granted phenomena in human experiences. Absent in experiential research is the focus on teachers' experience in outside programs. In addressing this gap, anecdotes that capture unique elements of pedagogic intensity are shared as insight into the lifeworld of outdoor educators. Common to all the teachers in this study were feelings of intensity. These lived experiences are from various disciplines, at the senior high school level, and the teachers are engaged in outdoor practices connected to their respective subject areas. These teachers share past moments that show pedagogic intensity as a varied and unique instructional experience. All the teachers observed that the outdoors somehow magnifies the teaching experience. A key area is how this magnification applies to the pedagogic quality of outside teaching.

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Cotič, Nastja, Janja Plazar, Andreja Istenič Starčič, and Darjo Zuljan. "THE EFFECT OF OUTDOOR LESSONS IN NATURAL SCIENCES ON STUDENTS’ KNOWLEDGE, THROUGH TABLETS AND EXPERIENTIAL LEARNING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 747–63. http://dx.doi.org/10.33225/jbse/20.19.747.

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Experiential learning was introduced to support a child’s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb’s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb’s cycle. The data were collected by using two science knowledge pre and post – tests. The test items were classified into three TIMSS’ cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students’ achievement in science, more precisely in knowledge on marine organisms and life at the seashore. Keywords: Kolb’s experiential learning cycle, natural science, outdoor learning, seashore

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Seaman, Jayson, Ulrich Dettweiler, Barbara Humberstone, Bruce Martin, Heather Prince, and John Quay. "Joint Recommendations on Reporting Empirical Research in Outdoor, Experiential, Environmental, and Adventure Education Journals." Journal of Experiential Education 43, no. 4 (October 21, 2020): 348–64. http://dx.doi.org/10.1177/1053825920969443.

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Background: Ongoing changes in academic publishing require periodic updates to research reporting standards in outdoor, experiential, environmental, and adventure education and recreation fields, to maintain quality and relevance. Purpose: This essay interprets recent statements by major educational and psychological associations and applies their guidelines for research reporting to the Journal of Outdoor Recreation, Education, and Leadership (JOREL), the Journal of Outdoor and Environmental Education (JOEE), the Journal of Adventure Education and Outdoor Learning (JAEOL), and the Journal of Experiential Education (JEE). Methodology/Approach: This joint statement was written by editors of the JOREL, JOEE, JAEOL, and JEE to produce guidance for research reporting across these journal platforms. Findings/Conclusions: The associations’ recommendations for reporting qualitative and quantitative research should be considered as guidance for submitting future empirical manuscripts to the JOREL, JOEE, JAEOL, and JEE. Implications: Authors, reviewers, and readers should consult this essay for guidelines on reporting, reviewing, and reading research in the above journals.

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Ewert, Alan, and Curt Davidson. "After the Plague: Revisiting Experiential and Adventure Education Outcome Variables After Covid-19." Journal of Experiential Education 44, no. 2 (February 12, 2021): 104–20. http://dx.doi.org/10.1177/1053825921992388.

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Background: The Covid-19 pandemic has changed the way the world works and experiential and adventure education programs are no exception. These changes have significantly affected various outdoor adventure and experiential education (OAEE) programs and will continue to do so in the foreseeable future. Purpose: To explore changes in outcome variables that may be appropriate for OAEE programs to consider, both during and after the pandemic. Methodology/Approach: Using relevant research literature, outcome variables applicable to a post-pandemic society are identified. Findings/Conclusions: Traditional outcome variables include self-efficacy, resilience, and skill development, which are achieved through intentionally designed experiences based in different theoretical frameworks. Implications: Outdoor and experiential organizations should consider adapting a broader range of outcome variables in program offerings to address the changing needs of a post-pandemic society.

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Rea, Tony, and Sue Waite. "International perspectives on outdoor and experiential learning." Education 3-13 37, no. 1 (February 2009): 1–4. http://dx.doi.org/10.1080/03004270802291699.

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Burrell, Andrew, Jo McCready, Zainab Munshi, and Davide Penazzi. "Developing an 'outdoor inspired' indoor experiential mathematics activity." MSOR Connections 16, no. 1 (November 16, 2017): 26. http://dx.doi.org/10.21100/msor.v16i1.351.

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The issue of poor retention and achievement rates is one that plagues many British universities. While well documented and researched, there is still need for innovative practices to address this problem. This article outlines the theoretical underpinning of the Activity Guide, a tool the authors developed to support mathematics departments in order to make the transition to university easier for students and thus increase retention and attainment. Some of the topics covered here include reflective practise, experiential learning and independence; topics adapted from an outdoor frontier education course that had been specifically tailored by the authors to target and develop study skills particularly important for mathematics subjects. To allow for transferability and use by the entire higher education mathematics community the Activity Guide was produced to bring a similar course on university campuses, or even in classrooms, to better cater for resources and the scale the institutions’ facilities allow. The Activity Guide contains all that lecturers will need to plan, set up and deliver a range of activities to their students.

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DuFrene, Debbie D., William Sharbrough, Tim Clipson, and Miles McCall. "Bringing Outdoor Challenge Education Inside the Business Communication Classroom." Business Communication Quarterly 62, no. 3 (September 1999): 24–36. http://dx.doi.org/10.1177/108056999906200303.

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Outdoor challenge education has gained a dedicated following since its inception in the 1940s. Outdoor programs provide a framework for organizations to improve teamwork, problem solving, risk-taking, self-esteem, and interpersonal communi cation. The advantages of outdoor-based programs include high participation in learning by trainees, opportunity to experience real emotions and adopt new pat terns of thinking, ability to promote experimentation in problem solving, and pro motion of group awareness and trust. Many advantages of outdoor education can be maintained when a program goes indoors. Indoor adaptations are safe and nondiscriminatory; they can be conducted anywhere regardless of weather, can facilitate easier transfer of learning to the workplace, and are less expensive. Using the outdoor model, teachers can devise challenge activities for classroom use. Such activities provide variety and the opportunity for experiential learning in the busi ness communication classroom.

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Tangen, Donna, and Ruth Fielding-Barnsley. "Environmental Education in a Culturally Diverse School." Australian Journal of Environmental Education 23 (2007): 23–30. http://dx.doi.org/10.1017/s0814062600000689.

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AbstractSchool gardens provide a unique learning environment for English as Second Language (ESL) students; students are able to engage in experiential outdoor learning that will enhance in-class lessons. This study evaluated the effects of school gardening on ESL students' learning about good nutrition. Data collected indicated that there were positive gains in student learning and feelings of belonging to the school community. Indications from the study suggest that teacher attitudes play a big part in ESL student engagement in the learning process for environmental education. Garden-enhanced lessons about nutrition provided experiential learning for ESL students that effectively supported in-class learning.

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Jirásek, Ivo, Irena Plevová, Miroslava Jirásková, and Adéla Dvořáčková. "Experiential and outdoor education: the participant experience shared through mind maps." Studies in Continuing Education 38, no. 3 (March 7, 2016): 334–54. http://dx.doi.org/10.1080/0158037x.2016.1141762.

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Bornais, Judy A. K., David M. Andrews, Alice L. E. V. Cassidy, W. Alan Wright, and Marie-Jeanne Monette. "A Decade of Outdoors Experiential Workshops." Collected Essays on Learning and Teaching 12 (June 9, 2019): 107–18. http://dx.doi.org/10.22329/celt.v12i0.5205.

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Though much literature describes the value of experiential and place-based learning experiences for participants, we have found little comparable literature regarding the facilitator experience. This paper provides current and future facilitators of workshops, especially those that take place outdoors, our reflections and ideas as facilitators, including tips for success. Our findings reinforce the conclusion that experiential learning can be as beneficial and transformative for facilitators as for participants, and that what we encounter during workshops parallels what students may go through in our classrooms as they learn. We identify five clear themes from facilitator reflections and encourage readers to consider leading an outdoor experiential learning sessions. Keywords: reflection, facilitators; outdoor education; place-based learning; conference pedagogy; educational development S’il existe beaucoup d’études décrivant la valeur des expériences d’apprentissage expérientiel axé sur la dimension locale, notre examen a révélé peu d’études du genre portant sur l’animateur. Notre article présente des idées, des réflexions et des conseils à l’intention des personnes qui animent ou animeront des ateliers, tout particulièrement des ateliers en plein air, en vue de la réussite de ces activités. Nos conclusions indiquent, premièrement, que l’apprentissage expérientiel peut être bénéfique et peut induire des changements chez l’animateur aussi bien que chez le participant et, deuxièmement, que notre expérience en tant qu’animateurs au cours des ateliers recoupe l’expérience d’apprentissage des étudiants en classe. Nous cernons cinq thèmes issus des réflexions des animateurs et nous encourageons les lecteurs de l’article à envisager la possibilité d’animer des sessions d’apprentissage expérientiel en plein air. Mots clés : réflexion, animateurs; enseignement en plein air; apprentissage axé sur la dimension locale; pédagogie de conférence; perfectionnement de l’enseignement

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Jose, Sara, Patricia G. Patrick, and Christine Moseley. "Experiential learning theory: the importance of outdoor classrooms in environmental education." International Journal of Science Education, Part B 7, no. 3 (January 25, 2017): 269–84. http://dx.doi.org/10.1080/21548455.2016.1272144.

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Bolick, Cheryl M., Jocelyn Glazier, and Christoph Stutts. "Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education." Journal of Experiential Education 43, no. 1 (September 19, 2019): 21–36. http://dx.doi.org/10.1177/1053825919877212.

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Background: This study examines the role of a weeklong experiential residency program on teachers’ beliefs about self and practice. Purpose: The goal of two separate intensive experiences was to help teachers generate new insight about the place of students, the teacher, and the school that extended beyond a surface-level understanding of experiential education. Methodology/Approach: Through a qualitative approach, the research team used field notes, course documents, participant reflections, researcher journals, and follow-up interviews to analyze the impact of participants’ immersion in either of the experiential outdoor residencies. Findings/Conclusions: The unpredictable nature of the physical and social environment of the experiential week helped teachers to see the central role of community in the learning process. Furthermore, teacher responses to the experience defied simple categorization along a prior theoretical construct. Teachers indicated a growing confidence in their ability to seek out and overcome challenges across multiple domains. Implications: These teachers were challenged to integrate multiple social and emotional aspects of self into their learning, while envisioning the same for their own students. Their experiences and reflections support an expanded role for immersive experiences outside of the traditional classroom in teacher education.

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Breunig, Mary. "Beings Who Are Becoming: Enhancing Social Justice Literacy." Journal of Experiential Education 42, no. 1 (January 4, 2019): 7–21. http://dx.doi.org/10.1177/1053825918820694.

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Background: The Association for Experiential Education identifies social justice as one of its core values. One recent state of knowledge paper explored the confluence of outdoor experiential education and social justice. Social justice theory embraces the idea that social identities do not exist independently. Rather, race, class, sexuality, skin color, and gender (among other identities) exist in intersectionality. Purpose: This article adopts an intersectional approach to review relevant literature and to provide narrative illustrations that offer insights into the concept of social justice literacy. Methodology/Approach: The article is conceptual and adopts an intersectional approach, highlighting relevant literature, theories, and narratives. Findings/Conclusions: The article illuminates prevalent issues and offers practical insights for facilitators and educators on how to enhance social justice literacy and praxes. Implications: The article provides opportunities for outdoor experiential educators to better understand their own privilege and to develop new understandings and actionable behaviors.

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Palmberg, Irmeli, Sirpa Kärkkäinen, Eila Jeronen, Eija Yli-Panula, and Christel Persson. "Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification." Sustainability 11, no. 19 (September 24, 2019): 5231. http://dx.doi.org/10.3390/su11195231.

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Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

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Whittington, Anja. "Outdoor Careers and Motherhood." Journal of Experiential Education 42, no. 1 (December 26, 2018): 79–92. http://dx.doi.org/10.1177/1053825918820354.

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Background: Working in an outdoor career with extensive travel and long hours away from home can pose challenges for practitioners. For women, motherhood can create constraints and impact one’s career trajectory. Purpose: The purpose of this study was to examine the impact of motherhood on the career trajectory of women working in Adventure Education (AE), Outdoor Education (OE), and/or Experiential Education (EE). Methodology/Approach: About 83 women completed an online survey which included both descriptive (closed-ended) and qualitative (open-ended) questions. Findings/Conclusions: An analysis of the findings included: why women leave their chosen career path, how working mothers manage both career and family, challenges women face and strategies to support working mothers. Implications: There are many challenges motherhood poses for women often requiring women to either leave their chosen career path or change their job responsibilities. Despite these challenges many women have found ways to manage both family and work life however, institutional changes could help women to be more successful.

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Higgins, Peter. "Into the Big Wide World: Sustainable Experiential Education for the 21st Century." Journal of Experiential Education 32, no. 1 (August 2009): 44–60. http://dx.doi.org/10.1177/105382590903200105.

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This paper considers the complexity of learning and decision-making in modern society and argues that experiential education should embrace this complexity. It argues that experiential programmes should provide independent learning experiences that address the capacities of learners, the value contexts in which they learn, and that taking responsibility for actions should be an important programme focus. Furthermore, realising the limitations to learning through direct experience recognises the role of critical reflection on knowledge, understanding, and personal decision-making. To make experiential education relevant to the needs of modern society, a focus on education about and action on the big issues of the day, (e.g., global climate change) is an imperative that outdoor educators are well equipped to address. However, action requires knowledge, and therefore programmes require content. Such an approach may prove attractive to educational policy makers and represents an opportunity for experiential education to contribute meaningfully to mainstream education.

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Seaman, Jayson, Robert MacArthur, and Sean Harrington. "Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976." History of Education Review 49, no. 1 (April 18, 2020): 9–29. http://dx.doi.org/10.1108/her-07-2019-0024.

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PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.

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Patterson, Jennifer. "Walking with intangibles: experiencing organisational learning." Journal of Management Development 33, no. 6 (June 9, 2014): 564–79. http://dx.doi.org/10.1108/jmd-04-2014-0036.

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Purpose – The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work. Design/methodology/approach – Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project. Findings – Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships. Practical implications – Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training. Social implications – The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings. Originality/value – Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.

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Gress, Sara, and Troy Hall. "Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness." Journal of Experiential Education 40, no. 2 (January 29, 2017): 114–34. http://dx.doi.org/10.1177/1053825916689267.

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Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods study was to determine whether Gateway Scholarship and non-scholarship students held different wilderness attitudes and whether those attitudes changed following NOLS courses. A quantitative posttest and retrospective pretest was administered online ( n = 74), with follow-up telephone interviews ( n = 19). Results showed that Gateway students held less positive pre-course wilderness attitudes than non-Gateway students, but most post-course scores had converged. Both groups experienced positive change in wilderness attitudes. Interview data revealed potential reasons for attitude change and areas of possible concern about the conceptualization of wilderness promoted by NOLS.

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Grimwood, Bryan S. R., Michelle Gordon, and Zachary Stevens. "Cultivating Nature Connection: Instructor Narratives of Urban Outdoor Education." Journal of Experiential Education 41, no. 2 (November 9, 2017): 204–19. http://dx.doi.org/10.1177/1053825917738267.

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Background: Outdoor education often aims to facilitate positive human–nature relationships and craft healthy, sustainable lifestyles. Processes and outcomes of program innovations seeking to address “nature-deficit disorder” among children can be understood from a narrative perspective. Purpose: This study illuminates how a group of instructors working for a charity-based outdoor organization in Toronto, Ontario, perceive the cultivation of nature connectedness in and through the urban outdoor education programs they facilitate for children. Methodology/Approach: A narrative methodology was used to engage instructors in telling personal stories about their involvement and perceptions of programs they facilitate, and to interpret thematic insights into the broader meanings circulating within this instructor group. Findings/Conclusions: Analyses revealed that instructors story the cultivation of nature connectedness around three spatial metaphors: creating space for nature connection, engaging that space, and broadening that space. Findings cast light on how instructors situate their practices within a broader community committed to mentoring nature connectedness in individuals, families, and society. Implications: Instructor stories shed light on contemporary practices of outdoor experiential education, and the meanings and perceived impacts of nature-based learning. The study contributes to literature illustrating the promise urban outdoor education holds for fostering nature connectedness.

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Warren, Karen. "A Path Worth Taking: The Development of Social Justice in Outdoor Experiential Education." Equity & Excellence in Education 38, no. 1 (February 16, 2005): 89–99. http://dx.doi.org/10.1080/10665680590907837.

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Winje, Øystein, and Knut Løndal. "Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom." Journal of Outdoor and Environmental Education 24, no. 2 (June 15, 2021): 133–50. http://dx.doi.org/10.1007/s42322-021-00082-x.

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AbstractThis study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We find that the teachers’ intentions for uteskole are to facilitate first-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.

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Warren, Karen, and T. A. Loeffler. "Setting a Place at the Table: Social Justice Research in Outdoor Experiential Education." Journal of Experiential Education 23, no. 2 (September 2000): 85–90. http://dx.doi.org/10.1177/105382590002300206.

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Warren, Karen. "A Call for Race, Gender, and Class Sensitive Facilitation in Outdoor Experiential Education." Journal of Experiential Education 21, no. 1 (May 1998): 21–25. http://dx.doi.org/10.1177/105382599802100105.

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Newman, Tarkington J., M. Antonio G. Alvarez, and Melissa Kim. "An Experiential Approach to Sport for Youth Development." Journal of Experiential Education 40, no. 3 (March 9, 2017): 308–22. http://dx.doi.org/10.1177/1053825917696833.

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Experiential learning has been used to inform programming and practices in a wide variety of contexts such as adventure therapy and outdoor education. Furthermore, experiential learning has been used to explain the learning process of individuals, groups, and teams. Its relationship with the context of youth sport, however, has yet to be fully explored. Within youth sport, especially sport-based positive youth development (PYD), experiential learning can be utilized to help guide programming and practices of the youth sport leader (YSL). The integration of sport-based PYD and experiential learning is important, as research has indicated that YSLs lack intentionality as they aim to facilitate sport toward youth development. To highlight the potential integration of sport-based PYD and experiential learning, one previously developed model is identified. Moreover, the utilization of experiential learning within sport-based PYD is discussed to help illuminate the potential impact of experiential learning in both research and practice.

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Towers, Danny, and Chris Loynes. "Finding New Ways: Developing a Co-Constructed Approach to Excursions in Higher Education." Journal of Experiential Education 41, no. 4 (November 11, 2018): 369–81. http://dx.doi.org/10.1177/1053825918808329.

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Background: Outdoor Experiential Education (OEE) in the United Kingdom is steeped in tradition. Established practices limit the ability of outdoor professionals to respond to the global challenges of the modern world through locally relevant ways. Internationally, Higher Education (HE) is also currently subject to considerable challenges and its continued relevance can be gauged through its ability to become meaningful in a rapidly changing and pluralistic world. Purpose: We examine the impact of our pedagogical approach to working with international students, developing professional practice informed by one place, set within the context of the needs of the world and framed by the question “what kind of outdoor educator do you want to become?” Methodology/Approach: The authors used Dewey’s concept of occupations as an organizing principle for the curriculum. Four excursions involving 86 students were facilitated and reviewed. Findings/Conclusions: The norms of traditional OEE practices were predominantly overcome and innovative ways of co-creating knowledge emerged. Implications: If outdoor educators develop their own occupation in the context of wider needs, they can become place-responsive as well as continuously open to change.

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Mohamed, Noralizawati, and Noriah Othman. "Students Expectation on Studying the Plants Identification in Outdoor Learning Environment." Environment-Behaviour Proceedings Journal 3, no. 7 (March 2, 2018): 127. http://dx.doi.org/10.21834/e-bpj.v3i7.1224.

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In recent years, there have been growing bodies of research in an outdoor education setting. In the context of landscape architecture studies, the need to encourage the students to explore the nature is undeniably important. By exploring the landscapes, a better perspective and understanding of subject matter can be achieved. While there is a new approach of learning called as online learning, however, the actual experiential learning is still valuable and authentic to be studied. Through the literature findings and data analysis, the student learning expectations in this study are influenced by the physical outdoor setting and learning activities.Keywords: outdoor learning; plant identification, student expectation, learning activities

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Timken, Gay L., and Jeff McNamee. "New Perspectives for Teaching Physical Education: Preservice Teachers’ Reflections on Outdoor and Adventure Education." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 21–38. http://dx.doi.org/10.1123/jtpe.31.1.21.

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The purpose of this study was to gauge preservice physical education teachers’ perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change.

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Hougham, R. Justin, Marc Nutter, and Caitlin Graham. "Bridging Natural and Digital Domains: Attitudes, Confidence, and Interest in Using Technology to Learn Outdoors." Journal of Experiential Education 41, no. 2 (January 9, 2018): 154–69. http://dx.doi.org/10.1177/1053825917751203.

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Background: The current study, Project EARPOD (Engaging At-Risk Populations Outdoors, Digitally), addressed two questions: First, does the use of technology in environmental education detract from students’ experiences outdoors? Second, can these technological interventions be expanded to provide access to students and schools across the socioeconomic spectrum? Purpose: EARPOD used an integrated technology program, Digital Observation Technology Skills (DOTS), to engage underserved students in experiential education meant to increase environmental literacy and provide evaluative data for pedagogical development in environmental education. Methodology/Approach: Researchers collected data on the impact of technology-integrated environmental programming on students’ knowledge and attitudes toward using technology in outdoor education. Lessons were conducted in small groups, encouraging peer mentoring with regard to tool use and observation that promoted teamwork within groups at an informal science learning (ISL) center. Findings/Conclusions: Preliminary results showed that students reported an increase in three main characteristics with regard to technology: confidence in using technologies outdoors, knowledge of available technologies, and knowledge of using different technologies. Implications: The results of the Project EARPOD study will help future educators and administrators make decisions regarding best practices and resource allocation for the use of technology within the field of environmental education.

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Abril-López, Daniel, Hortensia Morón-Monge, María del Carmen Morón-Monge, and María Dolores López Carrillo. "The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum." Future Internet 13, no. 2 (January 23, 2021): 25. http://dx.doi.org/10.3390/fi13020025.

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This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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Carlson, Julie A., Laura Bermúdez-Jurad, Mariam Qureshi, Andrea Shearer Ippen, and Michael Hollibush. "Analyzing Research Patterns in Outdoor and Adventure-Based Expressions of Experiential Education Over Time." Journal of Outdoor Recreation, Education, and Leadership 11, no. 2 (2019): 151–58. http://dx.doi.org/10.18666/jorel-2019-v11-i2-9060.

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Goldenberg, Marni, Leo McAvoy, and David B. Klenosky. "Outcomes from the Components of an Outward Bound Experience." Journal of Experiential Education 28, no. 2 (September 2005): 123–46. http://dx.doi.org/10.1177/105382590502800206.

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Means-end theory provides a useful approach for characterizing the relationship among the attributes or components of an experiential education course (the “means”), the benefits, or the outcomes associated with these attributes/course components, and the personal values (the “ends”) these outcomes help to reinforce for course participants. The purpose of this article is to show how this “means-end” perspective can enhance our understanding of the outcomes associated with outdoor adventure programming. A self-administered questionnaire designed to identify the linkages among program attributes (i.e., course components), course outcomes, and personal values was administered to a sample of 216 Outward Bound course participants. Analysis of the data provided useful insights into the outcomes associated with Outward Bound course experiences and with specific course components. The results can assist experiential educators in linking outdoor adventure course outcomes to course components, and in marketing course programs to potential clients.

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Philip, Evelyn, and Fazilah Razali. "The Onward Adventure in the New Age: A Systematic Literature Review of the Outdoor Experiential Learning Meets Digital Technology." American Journal of Educational Research 8, no. 8 (August 20, 2020): 573–80. http://dx.doi.org/10.12691/education-8-8-9.

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Miller, Dianne, and Sampson Twum. "The Experiences of Selected Teachers in Implementing Place-Based Education." in education 23, no. 1 (June 7, 2017): 92–108. http://dx.doi.org/10.37119/ojs2017.v23i1.282.

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This study explores the experiences of selected teachers undertaking place-based education (PBE) in a prairie region, the challenges they encounter, and their understanding of the knowledge and skills required to implement PBE. PBE is defined and described. Five individual teachers and one teaching team of two who practice PBE are interviewed. The findings are reported thematically and implications for teacher education are discussed. The varied practice of these teachers is instructive for educators interested in holistic, inquiry-based methodologies rooted in local settings and points to directions for teacher education programs to take in implementation.Keywords: Place-based education; outdoor learning; community engagement; experiential learning; curriculum outcomes; assessment; teacher education; deschooling

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Laronde, Gerald, and Michelann Parr. "Living, Learning, and Growing through Outdoor and Experiential Education Courses: Lessons Learned Along the Way." International Journal of Learning: Annual Review 12, no. 9 (2006): 167–74. http://dx.doi.org/10.18848/1447-9494/cgp/v12i09/48065.

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Jirásek, Ivo, and Ivana Turcova. "The Czech approach to outdoor adventure and experiential education: the influence of Jaroslav Foglarʼs work." Journal of Adventure Education and Outdoor Learning 17, no. 4 (June 26, 2017): 321–37. http://dx.doi.org/10.1080/14729679.2017.1344557.

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Journal articles on the topic 'Outdoor experiential education'

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