Student Learning in Outdoor Education: A Case Study from the National Outdoor Leadership School

Paisley, Karen; Furman, Nathan; Sibthorp, Jim; Gookin, John

doi:10.1177/105382590703000302

Cited by 58 publications

(49 citation statements)

References 7 publications

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“…Paisley, Furman, Sibthorp, and Gookin (2008) purposefully set out to observe the precise way in which students enrolled in the National Outdoor Leadership School (NOLS) acquired wilderness knowledge that was meant to lead to an acquisition of positive outcomes. A total of 441 NOLS students who participated in a NOLS course between May and August of 2005 completed qualitative questionnaires revealing that they learned the certain outcomes in specific ways: leadership was best learned through structure-oriented mechanisms, judgment was acquired through instructor-oriented methods, positive small-group behavior was most effectively demonstrated through student-oriented mechanisms, communication skills were absorbed through instructor-oriented methods, and environmental awareness was best taught through a combination of instructor-oriented methods and student-oriented methods (Paisley et al, 2008). By shedding light on the way each of these positive outcomes was best acquired, Paisley et al offered important insight on how these outcomes can be achieved in future wilderness adventure programs.…”

Section: Alternative Research Methodologymentioning

confidence: 99%

The Life Effectiveness of Wilderness Adventure Leaders

Dack

2010

Journal of Outdoor Recreation, Education, and Leadership

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This study was conducted to examine the effect being a wilderness adventure leader has on overall life effectiveness. Currently, there is an abundance of research on the positive benefits wilderness adventure participants receive. There is very little research, however, that focuses on the positive benefits experienced by wilderness adventure leaders. One purpose of this study was to fulfill that need. Research participants were employees of YMCA Camp Menogyn, Camp Vermilion, and Camp Hiawatha during the summer of 2009. All research participants were employed as wilderness adventure leaders for the summer, and all were over the age of 18. Life Effectiveness Questionnaires (LEQs) were given to research participants both at the beginning of the summer, and at the end of the summer in an effort to measure life effectiveness quantitatively. In order to gather qualitative data, a short answer survey was also given to participants with the post-summer LEQs. An analysis of the quantitative data showed that LEQ scores did increase over the course of the summer with a moderate effect size, although statistical significance was not reached. Qualitative data revealed testimonies from employees who stated, among other things, that working as a wilderness adventure leader was a positive, life-changing experience.ii ACKNOWLEDGMENTS For someone who used to hate research with a passion, it is interesting to reflect on how much I have enjoyed writing this thesis. I didn't learn to love research on my own, however. Without the support and guidance of Dr. Whitney Ward, I would probably still be throwing a fit over having to do a literature review. Thank you, Whitney, for teaching me the value of research, and the importance of choosing to study something you are truly passionate about. You have been a great mentor, advisor, and friend these past two years.Dr. Marjorie Malkin, an experienced recreation researcher, was also a great resource to me as I began constructing the first three chapters of this paper. Thank you for supporting me as I undertook the arduous task of transforming a classroom assignment into an actual research proposal.

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Section: Alternative Research Methodologymentioning

confidence: 99%

The Life Effectiveness of Wilderness Adventure Leaders

Dack

2010

Journal of Outdoor Recreation, Education, and Leadership

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“…The way students get knowledge is not only obtained through learning in a class whose situation is limited by space [1], complicated classroom management [2]- [4] and learning partners that only exist in the classroom such as classmates and teachers [5], but they can also be obtained through learning outside the classroom [6]- [10]. Based on some findings about the effectiveness of learning, learning in class can limit the experience that students want to get [11], [12].…”

Section: Introductionmentioning

confidence: 99%

“…Modern learning does not only prepare students to learn concepts and theories about the world, but in real terms students must also be directed to learn independently about reality and ways to deal with it well [15], [16]. One learning that provides experience, is more dynamic, and meaningful is by learning directly into the field or learning with the community directly or commonly referred to as outdoor education [10], [12], [17]- [20]. By conducting direct learning into the community, students will see, observe, and interact directly with various social realities and phenomena.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Experiential Skill Through Self-Learning Approach: A Case Study of Fieldwork Program

Idris¹,

Kurniawan²,

Purnomo³

2020

Proceedings of the International Conference on Social Studies and Environmental Issues (ICOSSEI 2019)

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rd Agus Purnomo Universitas Negeri MalangMalang, Indonesia agus.purnomo.fis@um.ac.id . Abstract-Self-learning approach becomes one of the learning models that have a significant role in improving students' abilities. Independent efforts of each individual and continuing to increase motivation are challenges that must be solved by students and educators. This study aims to analyze student behavior in outdoor learning through self-directed learning models. Data were collected from 46 students who conducted fieldwork programs and analyzed using statistic descriptive. This study found that self-directed learning provides opportunities for students to develop practical analytical skills in resolving contradictions in understanding between theory in class and practice in the field. In addition, students can also initiate independently to find solutions to the problems they face in the field. New understanding based on experience in the field gives students the ability to be responsible for the tasks assigned.

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“…Preservative solution implies behavior of environmental awareness, such as: tightening the permits of karst mining, planting fast-growing trees, expanding green areas, making the guarding team of green hills, and determining penalties for hill destroyers. Reference [15] states that the outdoor study makes students more familiar with the environment. Reference [9] states that one of the ways to control environmental damage is by ethiques determined for maintaining the environment.…”

Section: ) the Effect Of Outdoor Study On The Scientific Paper Writimentioning

confidence: 99%

The Effect of Outdoor Study on the Geography Scientific Paper Writing Ability to Construct Student Character in Senior High School

Sejati¹,

Amaluddin²,

Hidayati³

et al. 2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Education and character are two important things related to each other. National curriculum includes the characters that need to be understood and implemented the Indonesian students. Teachers can build the students' character by using method that includes structured character activities. Scientific paper is a product that needs to be improved for the sake of implementing National curriculum. Students' characters can be observed from writing scientific paper. Outdoor study method can set out the students' characters through the steps of learning and scientific paper which becomes the final product. Outdoor activities can be conducted on Geography subjects because geographic objects exist in the world. The aim of this paper is to discuss the effect of outdoor study on the geography scientific paper writing ability to build the students' characters in senior high school. The research uses quasi experimental design with two groups, namely experimental class and control class. The analysis data uses independent sample t-test with SPSS 16.0. The research findings show that there is an effect of outdoor study on the geography scientific paper writing ability to build the students' characters with significant value of 0.00. The effect can be seen in the scientific paper results and activities in the outdoor study step of learning such as: class preparation, area selection, group dynamics, equipment management in the field, outdoor work, return in the classroom, and student final report. Characters can be constructed are: honesty, discipline, responsibility, caring, politenes, environmental awareness, cooperative behaviour, responsiveness, and independence.

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Student Learning in Outdoor Education: A Case Study from the National Outdoor Leadership School

Cited by 58 publications

References 7 publications

The Life Effectiveness of Wilderness Adventure Leaders

The Life Effectiveness of Wilderness Adventure Leaders

Encouraging Experiential Skill Through Self-Learning Approach: A Case Study of Fieldwork Program

The Effect of Outdoor Study on the Geography Scientific Paper Writing Ability to Construct Student Character in Senior High School

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