Autonomous Student Experiences in Outdoor and Adventure Education

Abstract

This article explores the current state of knowledge regarding the use of autonomous student experiences (ASE) in outdoor and adventure education (OAE) programs. ASE are defined as components (e.g., solo, final expedition) in which participants have a greater measure of choice and control over the planning, execution, and outcomes of their learning. The article discusses the importance of ASE in experiential education and reviews major findings and supporting evidence in the relevant literature. Outward Bound and the National Outdoor Leadership School are highlighted as OAE programs that incorporate evidence-based research into their course designs. The article concludes with an examination of existing gaps in the knowledge and a discussion of topics for future ASE research.This article explores the current state of knowledge regarding the use of autonomous student experiences (ASE) in outdoor and adventure education (OAE). In this article, ASE are defined as experiences in which participants have a measure of choice and control over the planning, execution, and outcomes of their learning. This topic is timely and important to the experiential education field, which has traditionally used ASE for personal growth and group development. The value of these experiences has

De quelles preuves scientifiques disposons-nous concernant les effets des forêts et des arbres sur la santé et le bien-être humains ?

“…Selon deux revues et plusieurs études originales, différents aspects de l'aptitude à coopérer, comme par exemple la confiance dans le groupe, la responsabilité, le leadership et la solidarité, sont améliorés et ceci, que l'intervention éducative en plein air soit de courte ou de longue durée [27,28,36,38,127,131]. Ces études ont porté sur les enfants, les adolescents et les adultes.…”

Text messaging as a near synchronous method of remote support in outdoor adventurous settings

“…Both parents remained at home in England, supportive of the expedition and convinced that their offspring would have greater adventures without them or a back-up vehicle. It is suggested that the fostering of student autonomy and empowerment in adventure education is enhanced through participants' meaningful involvement and empowerment (Sibthorp et al 2008;Daniel et al 2014). In some respects and comparative to adventures in regions of cultural dissonance or in conflict zones, this was not a demanding expedition; it was to a cultured, populated western European country with good roads and infrastructure and could be supported at a distance by relatively easy communication.…”

“…In this example, it is more a 'focused' and 'intermittent' touch with parents for encouragement, to check decision making and for reassurance. Scaffolding support such as this can provide autonomous learning and control and choice, responsibility and self-reliance (Daniel et al 2014).…”

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

“…By conducting direct learning into the community, students will see, observe, and interact directly with various social realities and phenomena. There are many media that can be used as learning resources such as objects [21], [22], environment [9], and also society [8]. They can make observations while examining the culture, values, customs, and so on.…”