Perceived learning, critical elements and lasting impacts on university-based wilderness educational expeditions

Asfeldt, Morten; Hvenegaard, Glen T.

doi:10.1080/14729679.2013.789350

Cited by 40 publications

(35 citation statements)

References 15 publications

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“…Contemporary research is now identifying a broad and more nuanced range of possible motivations and outcomes ( Asfeldt & Hvenegaard 2013;Kerr & Houge Mackenzie, 2012;Stott, Allison, Felter & Beames 2015;Woodman et al, 2010;, Ryan et al, 2010).…”

Section: Learning In Nature Sportsmentioning

confidence: 99%

“…Nature sports are varied and diverse (Asfeldt & Hvenegaard, 2013;Kerr & Mackenzie, 2012;Sibthorp et al, 2007;Stott, Zaitseva, & Cui, 2012) but the image of the adrenaline junky lingers in the minds of researchers and the general public (Barlow, Woodman, & Hardy, 2013, Frühauf, Hardy, Pfostl, Hoellen & Kopp, 2017. One reason that popular imagination and theoretical explanations have emphasised the risk and risk-taking perspective, at the expense of comprehending the benefits, is that conceptual definitions have stemmed from non-participant perspectives and from testing theories developed for unrelated contexts.…”

Section: Participant Experiences In Nature Sports: An Overviewmentioning

confidence: 99%

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Understanding nature sports: a participant centred perspective and its implications for the design and facilitating of learning and performance

Collins

Brymer

2018

Annals of Leisure Research

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Nature sports is a term used to describe a collection of physical activities that are frequently defined by characteristics of their environment or an inherent risk. These perspectives overlook new aspects of nature sports and motivations for participation, imposing an inaccurate perspective on the design and facilitation of learning experiences. Namely, that nature sports are undertaken by participants with an inherent need for risk. This paper presents an alternative perspective based on critiques of the traditional notions of the experience of participants which goes beyond notions of risk taking and thrill seeking. Adopting a participant focus provides insight into the constant evolution of techniques, participation, philosophies and the continuous striving for creativity and innovation. Effective learning design and facilitation in nature sports therefore demands adaptability, flexibility, cultural sensitivity, and the capacity to facilitate a participant's interaction with their environment.

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Section: Learning In Nature Sportsmentioning

confidence: 99%

Section: Participant Experiences In Nature Sports: An Overviewmentioning

confidence: 99%

Understanding nature sports: a participant centred perspective and its implications for the design and facilitating of learning and performance

Collins

Brymer

2018

Annals of Leisure Research

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“…This growing body of research in this small sub-field of OAE discloses a number of common critical elements that enhance our understanding of “how” and “why” educational expeditions work. These include activities (e.g., McKenzie, 2003), new environments (e.g., McKenzie, 2000; Takano, 2010), intentional processing and reflection (e.g., Paisley, Furman, Sibthorp, & Gookin, 2008), group experiences (e.g., Asfeldt & Hvenegaard, 2014; Beames, 2004), physical and mental challenges (e.g., Beames, 2004; Paisley et al, 2008), and a number of features resulting from immersion in the natural environment (e.g., Asfeldt & Hvenegaard, 2014; Morse, 2015). However, questions remain regarding the fluid and unpredictable nature of educational expeditions.…”

Section: Stories and Analysismentioning

confidence: 99%

“…Ewert (1983) called for the field of outdoor adventure education (OAE) to increase research efforts to understand the inner workings of OAE’s “black box.” At the time, the literature proposed several distinct and positive outcomes for OAE participants, such as self-discovery and increased self-concept (e.g., Kaplan, 1984; Lambert, Segger, Staley, Spencer, & Nelson, 1978), yet it was unclear how or why these outcomes came about. In the 30-plus years since Ewert’s decree, the outcomes-based literature on educational expeditions has grown steadily (e.g., Stott, Allison, Felter, & Beames, 2013; Stott & Hall, 2003; Takano, 2010), and there has been increased research aiming to answer the “how” and “why” questions (e.g., Asfeldt & Hvenegaard, 2014; Beames, 2004; McKenzie, 2003; Morse, 2015), which has helped the educational expeditions field more deeply understand the inner workings of OAE.…”

mentioning

confidence: 99%

Trusting the Journey

Asfeldt

Beames

2016

Journal of Experiential Education

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Outdoor adventure education (OAE) research has long aimed to explain and understand the inner workings of its programs. However, many questions remain and the search for sharper methodological tools with which to deepen our understanding of OAE continues. This paper is a collaborative autoethnographic investigation of the unpredictable and difficult to measure nature of wilderness educational expeditions (WEE). It is a reflexive journey of storytelling and critical analysis that demonstrates the power of story-based research as method. The findings indicate that conventional approaches to WEE research are limited in their capacity to fully understand and explain the inner workings of WEEs. We argue that practitioners need to 'trust the journey' to elicit learning that comes from responding to encounters with people and place. Further, we suggest that quests for a sequenced 'journey recipe' are unrealistic and do not honor the philosophical and pedagogical foundations of OAE. Finally, a case is made for alternative, rigorous research approaches to be embraced in order to gain richer and more nuanced understandings of the wonderfully diverse experiences that make-up WEEs.

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“…Asfeldt & Hvenegaard (2014) summarised the common critical elements of educational expeditions into five broad categories related to: activities; new environments; intentional processing and reflection; group experiences; and physical and mental challenges. In this statement, John confirms that the physical challenge was a highlight for him.…”

Section: 1mentioning

confidence: 99%

Exploring factors influencing outcomes of a five-week youth expedition in the Himalayas using the sail training programme self-assessment toolkit

Stott¹,

Allison²,

Wald³

et al. 2016

Auc Kinanthropologica

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Much evidence to link youth expeditions and gap years with a range of outcome benefits for participants exists, but to date, there have been relatively few insights into what exactly brings about these reported outcomes. A modified version of the Sail Training Voyage Toolkit (2011) was used to evaluate outcomes of a five-week British Exploring Society youth expedition in the Himalayas. Data generated from 22 participants completing the modified Sail Training Voyage Feedback Form at the end of their expedition were complemented by data from 16 interviews conducted during weeks one, three and five of the expedition.Key factors identified by the participants which had influenced their learning were: (1) Other Young Explorers, (2) being involved in making decisions and having choices, (3) having time to learn at their own pace; time to get comfortable with people; being able to talk with other people (to make connections); (4) group leaders, and (5) wild camping. Data from 16 interviews supported these outcomes, while the physical challenges (of climbing peaks) and cultural interaction with local people were highly valued aspects of the expedition. Participants were more aware of risks and more confident about safety issues and taking risks after the expedition. These important outcomes may be transferred to future expeditions, higher education or employment. Personal development and training organisations should consider these findings.

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Perceived learning, critical elements and lasting impacts on university-based wilderness educational expeditions

Cited by 40 publications

References 15 publications

Understanding nature sports: a participant centred perspective and its implications for the design and facilitating of learning and performance

Understanding nature sports: a participant centred perspective and its implications for the design and facilitating of learning and performance

Trusting the Journey

Exploring factors influencing outcomes of a five-week youth expedition in the Himalayas using the sail training programme self-assessment toolkit

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