Improving the Accuracy of Outdoor Educators’ Teaching Self-Efficacy Beliefs Through Metacognitive Monitoring

Schumann, Scott; Sibthorp, Jim

doi:10.1177/1053825916640540

Cited by 7 publications

(8 citation statements)

References 37 publications

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“…In the outdoor field, inaccurate self-assessments of competence can affect student safety and learning (Schumann & Sibthorp, 2016). Overestimation of one's skills is associated to risky behaviors and accidents.…”

Section: Status Processes Literaturementioning

confidence: 99%

The “Sense of One’s Place” in the “Social Status Game” of an Educational Expedition Group

Ouellet

Laberge

2022

JOREL

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Group status hierarchies can affect individuals’ experiences and groups’ outcomes in group-based Outdoor Adventure Education programs. As status is associated with perceived competence, the aim of this study was to explore the strategies used by group members to influence others’ perceptions of their competences in an educational expedition group. Drawing on ethnographic data, a Bourdieusian sociological framework was used to highlight the rationale underlying the different strategies identified. Our findings indicated that participants’ sense of place in the group status structure influenced the strategies they used to convey an image of proficiency. Configurations of differential characteristics, such as gender, age, experience and social class, played a decisive role in this regard. Men who failed to achieve the status they believed they deserved were more likely to adopt strategies that were detrimental to others. We propose ways practitioners could build on these results to improve inclusivity and equality.

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Section: Status Processes Literaturementioning

confidence: 99%

The “Sense of One’s Place” in the “Social Status Game” of an Educational Expedition Group

Ouellet

Laberge

2022

JOREL

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“…Interestingly, there was no mention of leadership. However, there is a plethora of writing on outdoor leadership elsewhere [8,[50][51][52][53], which suggests the foundation skills alluded to in McKenzie's paper still hold true today. McKenzie [1] (p. 24) glossed over the tangible instructor attributes ("technical, organizational, problem-solving, and decision-making skills") and concentrated efforts on the hidden, more ethereal instructor issues ("biographical background, personality and interpersonal interactions").…”

Section: Instructorsmentioning

confidence: 99%

“…For the most part, research in this area has focused on determining leadership characteristics or behaviours linked to effective outcomes. Little attention has been paid to understanding the impact on learning outcomes (except perhaps in extreme situations) if sound practices are not applied [40,53].…”

Section: Instructorsmentioning

confidence: 99%

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Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

King

Hardwell

Brymer

et al. 2020

Sports

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Two decades ago, McKenzie's meta-analysis of literature provided six fundamental elements of adventure education programme design still used to guide research and practice today. While the value of McKenzie's early work should not be underestimated, adventure education has undergone considerable changes. Adventurous activities are now available in urban and indoor contexts and used to facilitate a growing health and wellbeing agenda. The use of risk as part of adventure education programming has also been critiqued. This paper reflects on contemporary notions of adventure, risk and the emergent narratives emphasising the associated psychological benefits. The Ecological Dynamics framework, along with representative design delivery, are presented as a viable way of building on McKenzie's work. Both consider how effective outcomes in adventure education programmes are achieved through designs that focus on the unique relationship between the individual and their environment. While McKenzie's six elements recognise the importance of human relationships, Ecological Dynamics forefronts relational elements, not just between participants but, importantly, the task and the environment. Individual participant needs in relation to their everyday life therefore become the focus of adventure education expanding beyond the traditional long-standing narratives of risk and danger. Through these two important concepts, this paper advocates an approach to the design of adventure representative of a participant's everyday environment. In this way, adventure education outcomes translate beyond the adventure-specific context and align more holistically with the needs of individual participants while also assuring emphasis on individual health and wellbeing.Sports 2020, 8, 20 2 of 16 environments. Activities referred to the quality of the activities designed into the programme and how well they provide mental, physical and psychological challenges and opportunities for mastery. Processing described the process of making sense of the programme by the participants and how learning in the adventure programme might be transferred to everyday life. The group element focused on the impact of group size, fellow participants and cooperation during learning. The instructor's influence included how they interacted with the group and what they brought to the programme. The participant's characteristics and capacity for autonomy were also considered important.Underpinning these categories was the notion that effective adventure programme design suggested the inclusion of challenge and risk, for example, opportunities for emotional and social risk. Contemporary evidence suggests AEP is still based on activities designed to emphasise the impact of risk (physical and psychological), with little regard for nature and requirements of participants [2][3][4][5][6]. According to Wurdinger [7], it is risk, danger and uncertainty that differentiate AEP from other activities and impacts on the learning outcomes (see Brown and Beames [3] for a contemporary ...

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“…A learning design based on student broadcasting is oriented to outdoor education that can provide a life-based learning experience [6]- [10]. Outdoor education provides many potential experiences that can foster student soft-skills such as teamwork [11], leadership [11]- [14], interest in the learning process [15], creativity and innovation [14], [16], [17], and critical and practical thinking skills [18].…”

Section: Introductionmentioning

confidence: 99%

Using Broadcasting Learning Design to Enhance Student's Experiential Skill

Kurniawan

Idris

Wiradimadja

et al. 2019

Int. J. Emerg. Technol. Learn.

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This study aims to develop a learning design based on student broadcasting to enhance student’s experiential skill. It provides alternative learning design for lecturer of Indonesia history and culture through the use of information technology, especially using video broadcasting in obtaining learning activities and experiences. This research used an ADDIE model—an interactive learning processes model which consists of Analysis, Design, Development, Implementation, and Evaluation. Based on some validations and implementation tests during the learning design process, it was found that the learning design product was considered feasible to be implemented into a learning product and provided some soft skill to the student in news coverage, public speaking, editing video, and other experimental skills. It also gave field experiences to enrich student’s creativity in the learning process by students broadcasting design on Indonesian history and culture course.

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Improving the Accuracy of Outdoor Educators’ Teaching Self-Efficacy Beliefs Through Metacognitive Monitoring

Cited by 7 publications

References 37 publications

The “Sense of One’s Place” in the “Social Status Game” of an Educational Expedition Group

The “Sense of One’s Place” in the “Social Status Game” of an Educational Expedition Group

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

Using Broadcasting Learning Design to Enhance Student's Experiential Skill

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