Adventure Learning: Transformative hybrid online education

Abstract

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

Conceptualizing the use of technology to foster peace via Adventure Learning

“…Our investigation of the literature, led us to the realization that the way in which technology has been infused with pedagogy for peace-related outcomes parallels the Adventure Learning approach to education (Doering, 2006). This understanding provided the impetus to integrate the lessons we learned within the Adventure Learning approach to education, since this approach seemed to provide the means of conceptualizing the task of using technology to foster peace.…”

“…To successfully design peace-seeking adventure learning projects however, it is important to clarify what we mean when we refer to (a) controversial issues, (b) issues of societal concern, (c) conflict, and (d) incompatible groups. We will discuss these terms in the context of the AL principles in such a way as to contextualize the use of Adventure Learning aimed at fostering peace, following and expanding the principles laid out by Doering (2006).…”

“…To understand "others" it is considered as a necessary first step to gain an awareness of diversity (Buchanan et al, 2008;Kassam, 2008;Merryfield, 2003). Participation in such initiatives entails exposure to multiple points of view (Paulus et al, 2006;UNDV, 2008;Vrasidas et al, 2007), and sharing ideas and initiating dialogue between participants (Buchanan et al, 2008;Doering, 2006Doering, , 2007Doering & Veletsianos, 2008b;Drexler et al, 2008;Ferdig et al, 2007;Meadows & Murphy, 2004;Paulus et al, 2006). Such initiatives often allow forms of perspective taking to take place (Bosworth et al, 1998;Goldsworthy et al, 2007;Oravec, 2004).…”

“…The literature review revealed that peace-seeking initiatives are predominantly based on building collaborative relationships between participants (Correia, 2008;Doering, 2006Doering, , 2007Ferdig et al, 2007;Goldsworthy et al, 2007;Kudryavtsev et al, 2007;Merryfield, 2003;Papastergiou, 2009;Paulus et al, 2006;Roberts et al, 2004;Ryberg & Christiansen, 2008;Vrasidas et al, 2007;Vratulis & Dobson, 2008), often through interventions grounded on the promotion of communication and interaction amongst participants (Drexler et al, 2008;Ferdig et al, 2007;Kudryavtsev et al, 2007;Laterza et al, 2007;UNDV, 2008; Fostering peace via adventure learning 6 Vrasidas et al, 2007;Yablov & Katz, 2001). Building relationships based on collaboration, interaction and communication are therefore perceived to enhance the possibility of achieving peace.…”

“…Adventure Learning (Doering, 2006) is an approach for the design of learning experiences that provides students with opportunities to explore real-world issues through authentic learning within collaborative learning environments. Grounded on experiential (Kolb, 1984) and inquiry-based learning (Bransford et al, 1999;Dewey, 1938), students become active participants in identifying and posing questions, solving real-world problems, and taking action within their own community.…”