‘I did think it was a bit strange taking outdoor education online’: exploration of initial teacher education students’ online learning experiences in a tertiary outdoor education unit

Dyment, Janet; Downing, Jillian; Hill, Allen; Smith, Heidi

doi:10.1080/14729679.2017.1341327

Cited by 34 publications

(19 citation statements)

References 49 publications

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“…I worry that with the global shift towards online learning currently occurring, educational institutions could potentially consider field trips as an unnecessary and costly relic of the past. Others have explored taking elements of OE online (Dyment, Downing, Hill, and Smith, 2018 ), but in-person and in-place field trips remain at the heart of OE. This global disruption has forced me to look at my established practices with fresh eyes, it has also reinforced for me the power of field trips.…”

Section: “Doing” Field Trips From a Distance Chris Northmentioning

confidence: 99%

What future/s for outdoor and environmental education in a world that has contended with COVID-19?

Quay

Gray

Thomas

et al. 2020

Journal of Outdoor and Environmental Education

Self Cite

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This is an unusual article in that it brings together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19. Twenty statements showcase a range of thoughts and experiences, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education. The future is not yet written, of course, so it is worth thinking about how the current moment may impact on the months and years to come. The aim of this article is to influence and support such thinking.

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Section: “Doing” Field Trips From a Distance Chris Northmentioning

confidence: 99%

What future/s for outdoor and environmental education in a world that has contended with COVID-19?

Quay

Gray

Thomas

et al. 2020

Journal of Outdoor and Environmental Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…This literature highlights opportunities for developing new approaches and priorities, with authors arguing for a more expansive understanding of how teacher educators can engage and support student teachers in online spaces (e.g. Dyment et al 2018). A key set of findings emerging from the literature is that there does not appear to be a significant difference in terms of student engagement between online and face-to-face teacher education.…”

Section: Online Teacher Education Pre-and During Covid-19mentioning

confidence: 99%

Reconceptualising relatedness in education in ‘Distanced’ Times

Murray

Heinz

Munday

et al. 2020

European Journal of Teacher Education

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As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the urge to rush to quick solutions and seeing our common vulnerability and uncertainty as an opportunity for growth, we, a multidisciplinary teacher education faculty, chose to pause and use this moment of recalibration to develop a new set of orienting priorities for teacher educators. We reflect on dynamics of care, control and power inherent in educational relationships and demonstrate how relatedness in education expands beyond the human and the local towards fostering a common sense of global and ecological responsibility.

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“…Furthermore, it has been noted that the online learning environment can be used to integrate students from different parts of the world by the appropriate use of discussion boards and other learning strategies which would yield many benefits to students [18]. Despite the conventional wisdom, some researchers reported that it is possible, with careful design and delivery, to successfully deliver foundational outdoor education modules [19].…”

Section: Challenges and Benefits Of Online Learningmentioning

confidence: 99%

Learning Remotely during a Pandemic: Are Students in a Developing Country Fully Equipped with Tools for Swift Changes?

Perera

Gamage

2021

Sustainability

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Many higher educational institutes are forced to the online mode of lecture delivery without fully understanding students’ perspectives of remote study during COVID-19, and the resource limitations of students to engage successfully in remote learning. The present study aimed to understand this gap and the students’ perspective. We collected and analysed the devices, which used by the students to connect to remote learning in a developing country. It was found that the majority of students are dependent on the laptop-smartphone combination to engage in remote learning, particularly the students in rural areas. The results highlighted the importance of smartphones in the online learning experience, considering their affordability, relatively long battery life, inbuilt internet capabilities, and portability. Although students indicated their willingness for remote learning, they clearly recognised the need for face-to-face teaching return to avoid some of the challenges and disadvantages they face as a part of remote learning.

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‘I did think it was a bit strange taking outdoor education online’: exploration of initial teacher education students’ online learning experiences in a tertiary outdoor education unit

Cited by 34 publications

References 49 publications

What future/s for outdoor and environmental education in a world that has contended with COVID-19?

What future/s for outdoor and environmental education in a world that has contended with COVID-19?

Reconceptualising relatedness in education in ‘Distanced’ Times

Learning Remotely during a Pandemic: Are Students in a Developing Country Fully Equipped with Tools for Swift Changes?

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