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In this paper, we explore issues of epistemology and ontology as they relate to research in experiential education. As research activity in this field grows, it is essential to consider the assumptions and foundations upon which research is based. Drawing on the work of Guba and Lincoln (1994), we seek to provide a language for considering such issues and comparing research approaches. We then argue that traditional approaches to research in experiential education are not, in themselves, adequate. These traditional approaches tend to focus on whether programs “work.” Ironically, such a focus tends to ignore a key feature of our work: the experiences of individuals and the meanings they make of their experiences. In order to do justice to our work (that is, to recognise the essential nuances and subtleties of experiential education), alternative research questions must be asked that take into account the broad range of inputs, processes, and outcomes in our work. This change of focus denotes a shift in our epistemological and ontological paradigm. The implications of such a shift are explored in greater detail.

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Reports of wetland loss in New Zealand are typically related to the historical, pre-European coverage of wetland ecosystems. It is widely accepted that large areas of wetlands were converted to other land uses prior to the 1990s before comprehensive national and regional environmental legislation was established. We sought to investigate recent (post 1990) changes in wetland extent to determine if current rates of wetland loss remain a concern for natural resources management. Remote sensing images from 1990-2012 for three regions of Southland, New Zealand, were analysed to determine whether wetlands present at 1990 exhibited 'little or no change', were 'at risk' due to recent drainage, were 'restored' due to revegetation, or had been 'lost'. Of the 32 814 ha of wetlands assessed across Southland 3452 ha were no longer present in the landscape and a further 3943 ha were at risk. Most of the change in wetland extent occurred on the Southland Plains. A large proportion of the wetlands mapped as being lost or at risk were within the catchment of the Awarua Wetland, a large coastal Ramsar site. The rate of wetland loss in Southland since 1990 (0.5% of wetland area yr −1 ) is equivalent to the global average (0.5% yr −1 ). Taking into account wetlands that have been partially drained, the rate of decline increases to 1.0% yr −1 . The predominant cause of the loss of wetlands is conversion to other land use, typically to pasture used for agriculture. A review of policy mechanisms and enforcement efforts intended to protect wetlands at regional and national levels is urgently called for, as well as increased effort to promote sustainable wetland management in agricultural environments.

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.