An Investigation of Participants’ Intended and Actual Transfer of Learning Following an Outward Bound Wilderness Experience

Bobilya, Andrew J.; Kalisch, Ken; Daniel, Brad; Coulson, Evan

doi:10.18666/jorel-2015-v7-i2-7006

Cited by 10 publications

(7 citation statements)

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“…This study enhances our understanding of the potential influence of program participation on a person's leadership, character development, and environmental service by asking participants to provide qualitative responses further describing their own learning and growth. Finally, the results of this pre/post study support findings from a study conducted at the National Outdoor Leadership School (NOLS; Sibthorp, Furman, Paisley, Gookin, & Shumann, 2011) and a previous NCOBS study (Bobilya, Kalisch, Daniel, & Coulson, 2015) in which the following participant outcomes emerged: (a) changes in life perspective, (b) self-confidence, and (c) ability to work as a team member. These results may be beneficial to other outdoor adventure programs while they develop their own mixed-methods, outcomes-based assessment tools and seek to understand the influences of their programming on their participants.…”

Section: Discussionsupporting

confidence: 79%

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

Bobilya¹,

Lindley²,

Faircloth³

et al. 2017

JOREL

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Section: Discussionsupporting

confidence: 79%

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

Bobilya¹,

Lindley²,

Faircloth³

et al. 2017

JOREL

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“…The emphasis on looking back on 'one-off' outdoor education experiences after a period of time can be seen also be seen in Gass, Garvey and Sugerman's (2003) exploration of the lasting influences of a one-week university orientation, Daniel's (2007) analysis of a similar programme as a significant life experience (Chawla, 2006) and some research based on Outward Bound programmes which has a longitudinal element (Bobilya, Kalisch, Daniel & Coulson, 2015;Gassner & Russell, 2008).…”

Section: Long Term Impacts Of Outdoor Educationmentioning

confidence: 99%

Alumni perspectives on a boarding school outdoor education programme

Beames

Mackie

Scrutton

2018

Journal of Adventure Education and Outdoor Learning

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Experiences of outdoor education are believed to have significant impacts on participants, but research on the lasting influences of extended programmes is limited. Gordonstoun School, an independent residential school founded by Kurt Hahn in 1934, provides a rich legacy of outdoor education against which to explore any enduring outcomes. Drawing on data from an online survey (n=1174) and focus group interviews (n=50) with alumni from Gordonstoun, this research characterises the defining features of their out-of-classroom learning and investigates the long-term influences of this 'broader curriculum'. Out-ofclassroom learning is seen to have had an overwhelmingly positive impact on former pupils, with expeditions cited as the most influential experience. The expectation that all students engage in a range of challenging situations and the importance of authentic opportunities for responsibility are identified as two particularly critical elements which have lasting influences on students. These findings have strong articulation with existing research and can be used to inform effective programme design.

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“…Ultimately, the goal of utilizing these natural settings is to provide participants with a novel and unique learning environment and also to provide follow-up reflection for identifying how to transfer the experience to new contexts (Glazier et al, 2017). A wide range of participant outcomes have been associated with wilderness-based programs (Holland et al, 2018) including the development of positive social practices (Bailey & Kang, 2015), mental and physical health (Whittington & Budbill, 2013), leadership traits (McKenzie & University, 2000), teamwork (Stott & Hall, 2003), self-reliance (Bobilya et al, 2012), and various forms of reflective practices (Duvall & Kaplan, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators

Holland

Powell

Holland

et al. 2021

Journal of Experiential Education

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Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.

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An Investigation of Participants’ Intended and Actual Transfer of Learning Following an Outward Bound Wilderness Experience

Cited by 10 publications

References 0 publications

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

Alumni perspectives on a boarding school outdoor education programme

Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators

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