scholarly journals Exploring the Inclusive Praxis of Outward Bound Instructors

2020 ◽  
Vol 10 (9) ◽  
pp. 241 ◽  
Author(s):  
Robert P. Warner ◽  
Bruce Martin ◽  
Andrew M. Szolosi
Keyword(s):  
Adventure Education ◽  
Outward Bound ◽  
Future Research ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Outdoor Adventure Education ◽  
Starting Point ◽  
Critical Issues ◽  
The Usa ◽  
Equity And Inclusion

Equity and inclusion are critical issues that need to be addressed in outdoor adventure education. Although some literature identifies inclusive practices for enhancing equity in outdoor adventure education, most research does not situate these practices within the contexts in which they were created and used. Therefore, the purpose of this study was to explore outdoor adventure education instructors’ inclusive praxis, and the conditions that influenced their praxis on their courses and in their instructing experiences. To this end, we conducted semi-structured interviews with ten instructors from four Outward Bound schools in the USA. The instructors varied in their gender, school, types of programs facilitated, and duration of employment with Outward Bound. Our inductive analysis of the interview data focused on the identification of themes illustrating the characteristics of instructors’ inclusive praxis, as well as the conditions that influenced their praxis. Themes emerged from our analysis that highlighted the macro and micro conditions that set the stage for instructors’ inclusive praxis, which focused on creating spaces that fostered inclusive group cultures on their courses. The findings from this study may be a useful starting point for enhancing the instructors’ role in fostering equity and inclusion on outdoor adventure education courses. We conclude with suggestions for future research.

Outdoor Adventure Education in East Asia: Interpreting Data From Outward Bound Hong Kong

2018 ◽  
Vol 10 (1) ◽  
pp. 67-78
Author(s):  
Jim Sibthorp ◽  
Aaron Funnell ◽  
Mike Riley ◽  
Bacon Chan ◽  
Lisa Meerts-Brandsma
Keyword(s):  
Hong Kong ◽  
East Asia ◽  
Adventure Education ◽  
Outward Bound ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education

scholarly journals The Voices of Outdoor Adventure: An Examination of the Long-Term Meanings and Impacts of Adventure Experiences for New Zealand University Students

2021 ◽  
Author(s):  
◽  
Deepak Dathatri
Keyword(s):  
New Zealand ◽  
Adventure Education ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Education Students ◽  
Outdoor Adventure Education ◽  
Physical Education Students ◽  
Over Time

<p>The purpose of this study was to explore how past participants of a New Zealand-based university outdoor adventure programme have perceived the meanings and impacts of former adventure experiences over time. This study employed a phenomenological case-study design which used in-depth, semi-structured interviews with former participants of a New-Zealand university outdoor adventure programme called the Mountains-to-Sea expedition. Six participants, former physical education students who had gone on the expedition between four and five years ago, were chosen to gain retrospective insight. The results from this study generated detailed narratives which revealed that the perceived meanings and impacts of participants‟ experiences were generally positive but there were subtleties and nuances to these perceptions which changed over time. Individuals made meaning in finely distinctive ways and impacts tended to dissipate in perceived intensity over time, though there were some exceptions. The participants embodied a very unique culture which impacted their understanding of outdoor adventure education philosophy. These findings have far-reaching implications on the future of outdoor learning and warrant greater attention from practitioners and researchers. The results bolster an argument for more qualitative research into the long-term meaning and impact of adventure experiences, particularly for the New Zealand context.</p>

scholarly journals The Voices of Outdoor Adventure: An Examination of the Long-Term Meanings and Impacts of Adventure Experiences for New Zealand University Students

2021 ◽  
Author(s):  
◽  
Deepak Dathatri
Keyword(s):  
New Zealand ◽  
Adventure Education ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Education Students ◽  
Outdoor Adventure Education ◽  
Physical Education Students ◽  
Over Time

<p>The purpose of this study was to explore how past participants of a New Zealand-based university outdoor adventure programme have perceived the meanings and impacts of former adventure experiences over time. This study employed a phenomenological case-study design which used in-depth, semi-structured interviews with former participants of a New-Zealand university outdoor adventure programme called the Mountains-to-Sea expedition. Six participants, former physical education students who had gone on the expedition between four and five years ago, were chosen to gain retrospective insight. The results from this study generated detailed narratives which revealed that the perceived meanings and impacts of participants‟ experiences were generally positive but there were subtleties and nuances to these perceptions which changed over time. Individuals made meaning in finely distinctive ways and impacts tended to dissipate in perceived intensity over time, though there were some exceptions. The participants embodied a very unique culture which impacted their understanding of outdoor adventure education philosophy. These findings have far-reaching implications on the future of outdoor learning and warrant greater attention from practitioners and researchers. The results bolster an argument for more qualitative research into the long-term meaning and impact of adventure experiences, particularly for the New Zealand context.</p>

Learning Transfer in Socioeconomically Differentiated Outdoor Adventure Education Students

2019 ◽  
Vol 42 (3) ◽  
pp. 213-228
Author(s):  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp ◽  
Shannon Rochelle
Keyword(s):  
Learning Outcomes ◽  
Adventure Education ◽  
Learning Transfer ◽  
Course Completion ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Education Students ◽  
Outdoor Leadership ◽  
Outdoor Adventure Education ◽  
Scholarship Students

Background: The relevance of outdoor adventure education (OAE) programs to diverse participants has been questioned by numerous scholars. Limited research exists about similarities in learning outcomes across categories of difference such as race and socioeconomic status. Purpose: This study focused on understanding how learning outcomes differed between students who did and did not receive scholarships to attend an OAE program and whether students apply what they learn in OAE to their lives similarly. Methodology/Approach: Twenty-one students who enrolled on a National Outdoor Leadership School (NOLS) course between 2010 and 2012 participated in semi-structured interviews 5 years after course completion. Half received scholarships. Participants were matched by course. Findings/Conclusions: Regardless of group, students reported learning comparable lessons and using what they learned in OAE similarly. What differed was the transfer context, meaning the conditions where students applied their learning. Scholarship students do vary demographically from non-scholarship students, but most students in both groups attended college during or after NOLS. This may explain why they applied their learning in similar ways. Implications: OAE practitioners can anticipate that most OAE students will learn the outcomes targeted through the program design and delivery regardless of scholarship status.

scholarly journals Enhancing Internet Search Abilities for People with Intellectual Disabilities in Sri Lanka

2021 ◽  
Vol 14 (2) ◽  
pp. 1-36
Author(s):  
Theja K. Arachchi ◽  
Laurianne Sitbon ◽  
Jinglan Zhang ◽  
Ruwan Gamage ◽  
Priyantha Hewagamage
Keyword(s):  
Young Adults ◽  
Sri Lanka ◽  
Visual Memory ◽  
Web Search ◽  
Future Research ◽  
Learning Needs ◽  
Learning Tools ◽  
Structured Interviews ◽  
Starting Point ◽  
Google Search

This article presents how young adults with intellectual disability (ID) from Sri Lanka, who had not previously used the Internet, interacted with Google search while enhancing their web search abilities throughout three web search workshops. Considering the little attention paid to the learning needs of people with ID in the current offering of web search learning tools, we iteratively developed a suite of learning tools to support our participants when they need help in the web search workshops. We employed an iterative participatory approach, with observations and semi-structured interviews, to reflect on how to design eLearning tools that enhance the participants’ interactions with web search. The qualitative thematic analysis resulted in five distinct themes on strategies to support, build on, and develop the abilities of young adults with IDs as they engage with Google search in their native language: application of existing abilities, basic skills to match learning needs, conceptual understanding, animations to facilitate visual memory, and promoting active engagement. These themes will be a starting point for understanding participants’ learning needs and behavior on web search, which would be important for future research on learning support as well as on software design.

Exploring the Possibilities of Outdoor/Adventure Education

2020 ◽  
Vol 9 (4) ◽  
pp. 299-304 ◽  
Author(s):  
Kent Griffin
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Adventure Education ◽  
Educational Goals ◽  
Education Curriculum ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education ◽  
Individual Sports ◽  
Traditional Paradigm ◽  
Viable Model

Physical education in recent years has undergone modifications in order to meet the changing demands of students. The traditional paradigm has been to teach physical education from a sport- and skill-based approach, whereby traditional teams and individual sports are emphasized (e.g., basketball, volleyball, flag football). However, this curriculum may be less impactful on student learning than alternatives and is not viewed favorably by administrators because it is perceived as lacking relevance to broader educational goals. The purpose of this paper was to reintroduce a curriculum that has the potential to address student learning in physical education and broader educational goals. The outdoor/adventure education curriculum, while neglected in recent years, is demonstrating promising gains as a viable model.

Sign in / Sign up

Export Citation Format

Share Document