Lessons from the Outward Bound Solo: Intended Transfer of Learning

Daniel, Brad; Bobilya, Andrew J.; Kalisch, Ken; Lindley, Betsy

doi:10.7768/1948-5123.1032

Cited by 5 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Bobilya et al 's (2015) investigation into Outward Bound participants' transfer of learning two years after their experience demonstrates increased self-confidence and self-reliance, mental strength, and improved interpersonal effectiveness for participants. Daniel et al (2010), also focused on Outward Bound, investigated ways in which participants transferred one specific aspect of their course to their personal life, and found that participants did take major themes of the course back home with them. The findings from the field of outdoor education prompted us to investigate what teachers might take with them from the experience to the classrooms.…”

Section: Journal Of Outdoor Recreation Education and Leadershipmentioning

confidence: 99%

Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom

Bolick,

Glazier,

Stutts

2022

JOREL

View full text Add to dashboard Cite

Schools of education continue to struggle with how to best meet the needs of practicing teachers enrolled in graduate teacher education programs. The University of North Carolina at Chapel Hill’s School of Education designed a graduate teacher education program with an embedded outdoor education residency component to disrupt practicing teachers’ concepts of teaching with the intent of impacting their professional practice. This qualitative study reports the results of a multi-year investigation into the transference of the learning that occurs in the outdoor experiential education residency into teachers’ classroom communities. The experiential opportunities were designed to embolden the teachers to rethink community and to reinvent their teaching practice. The findings inform our understanding of the transference of outdoor experiential education as teachers took off their backpacks and returned to the K-12 classroom. Particularly evident in the data were the ways teachers’ own engagement in authentic community as part of the residency model influenced their efforts to create the same opportunities for their K-12 students and for themselves in their school communities. Our findings reveal images of possibility while also noting obstacles to transference.

show abstract

Section: Journal Of Outdoor Recreation Education and Leadershipmentioning

confidence: 99%

Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom

Bolick,

Glazier,

Stutts

2022

JOREL

View full text Add to dashboard Cite

show abstract

“…Specifically, increased student autonomy can contribute to various outcomes, including increased self-efficacy (Sibthorp, 2003); life effectiveness (Sibthorp & Arthur-Banning, 2004); and leadership, communication skills, and outdoor skills (Sibthorp et al, 2007). Several studies with OB and NOLS have found that ASE provide valuable educational experiences that are not easily replicated with close instructor supervision (Bobilya, 2004; Daniel, 2003; Daniel, Bobilya, Kalisch, & Lindley, 2010; Sibthorp et al, 2008). In fact, Daniel (2003) found that the solo and final expedition were two major course components that played significant roles in the lives of participants of a wilderness experience program even 25 years after the experience.…”

Section: Salient Ase Literaturementioning

confidence: 99%

Autonomous Student Experiences in Outdoor and Adventure Education

Daniel

Bobilya

Kalisch

et al. 2014

Journal of Experiential Education

Self Cite

View full text Add to dashboard Cite

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

show abstract