Co-instructing on extended wilderness expeditions: A phenomenological inquiry

Vernon, Franklin; Seaman, Jayson

doi:10.7768/1948-5123.1127

Cited by 5 publications

(2 citation statements)

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“…Shooter, Sibthorp, & Paisley, 2009). Recently, Vernon and Seaman (2012) studied this specifically; their work illustrates the complexity of the co-instructor relationship, which has both personal and professional aspects. Vernon and Seaman astutely acknowledge the instructor team relationship as an integral part of the social system that actively influences that course's social structure and environment.…”

Section: Instructor Factorsmentioning

confidence: 99%

The Social System in Outdoor Adventure Education Programs

Sibthorp

Jostad

2014

Journal of Experiential Education

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Many components of the social system interact with one another to produce grouplevel behavior that determines the functionality of the small group in outdoor adventure education (OAE). This article synthesizes the contemporary literature and theory regarding eight aspects of the OAE social system: (a) Macro Contextual Factors, (b) Student Factors, (c) Instructor Factors, (d) Goals, (e) Group Factors, (f) Group Outcomes, (g) Group Dependent Individual Outcomes, and (h) Time. Directions for future research and implications for OAE are discussed.

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Section: Instructor Factorsmentioning

confidence: 99%

The Social System in Outdoor Adventure Education Programs

Sibthorp

Jostad

2014

Journal of Experiential Education

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“…In turn, the hierarchical nature of classroom learning is deconstructed and creates increased opportunities for collaborative experiences (Morrison & Chorba, 2015). While the literature notes one example of the negative influence of staff on overall student experience due to setting unrealistic expectations (McKenzie & University, 2003), several examples exist for the positive influence of staff on the social connection and relationship development aspect of this type of educational programming (Shooter et al, 2009, 2010, 2012; Vernon & Seaman, 2012). Our study participants consistently reported these positive influences and appreciated staff treating them with dignity and respect, being personable and relatable, and behaving differently than if they were in a classroom.…”

Section: Discussionmentioning

confidence: 99%

“I love being in the outdoors”: A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing

Down

Picknoll

Piggott

et al. 2023

Journal of Adolescence

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Background This qualitative descriptive study gauged the perceptions of adolescent focus group participants and outdoor adventure education teachers on their preferred program components to improve adolescent wellbeing during a secondary school outdoor adventure education program. Methods Five student focus groups (N = 29) and four key informant interviews were conducted. Manual clustering of transcripts and template thematic analysis involving the development of a priori codes from interview questions resulted in an initial deductive code frame, followed by an inductive coding process. Findings Six themes were developed, namely perceptions of the outdoors, motivators for participation, barriers to participation, staff traits, and ideal program components. The main findings were that self‐efficacy, resilience, and individual empowerment opportunities were highly valued. Students also valued autonomy and independence, which presented a challenge for teachers managing the risks of their programs. Social connections and relationships were also held in high regard. Contribution Whilst adrenalin‐fuelled adventurous activities such as white water canoeing or rock climbing were popular with students and staff, the most valued aspects of outdoor adventure education were the opportunities to develop relationships, build social connections, self‐efficacy, resilience, and a sense of individual empowerment. Greater access to this style of education for adolescent students from lower socio‐economic areas would be beneficial due to the extant “opportunity gap” for this population.

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The diversity project: an ethnography of social justice experiential education programming

Vernon

2015

Ethnography and Education

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Co-instructing on extended wilderness expeditions: A phenomenological inquiry

Cited by 5 publications

References 0 publications

The Social System in Outdoor Adventure Education Programs

The Social System in Outdoor Adventure Education Programs

“I love being in the outdoors”: A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing

The diversity project: an ethnography of social justice experiential education programming

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