The role of outdoor adventure education in facilitating groupwork in higher education

Cooley, Sam J.; Burns, Victoria E.; Cumming, Jennifer

doi:10.1007/s10734-014-9791-4

Cited by 57 publications

(63 citation statements)

References 33 publications

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“…Similarly, the findings of some studies support the development of interpersonal relationships through outdoor activities in groups (Adanalı & Alim, 2017;Cooley, Burns & Cumming, 2015;Hattie, Marsh, Neill & Richards, 1997;Sutherland & Stroot, 2010). The participants in the current study also expressed their opinions in line with these findings.…”

Section: Discussionsupporting

confidence: 86%

Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

Karadag

2019

Review of International Geographical Education Online

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Outdoor education is a concept that involves the implementation of educational activities outside of classroom or school settings. Outdoor education can take many forms including adventure education, field studies, nature studies, extracurricular games, environmental education, experiential education, agricultural education, etc. (Becker, Lauterbach, Spengler, Dettweiler & Mess, 2017). Due to its multifaceted learning outcomes and the way it facilitates the transfer of what is learned in the * The preliminary findings of this study were presented orally at the Ege University Outdoor Education Symposium in 2018.

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Section: Discussionsupporting

confidence: 86%

Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

Karadag

2019

Review of International Geographical Education Online

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“…An eight-step model is presented along with ten recommended techniques for facilitating transfer, which includes establishing learning objectives and tailoring activities to help learners identify the potential for transfer to occur. However, despite the wealth of conceptual theories and models underpinning transfer from OAE, empirical evidence for the transfer of learning from OAE to higher education is less established (Cooley et al, 2014b).…”

mentioning

confidence: 99%

Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes

Cooley

Cumming

Holland

et al. 2015

European Journal of Training and Development

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Purpose – This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders. Design/methodology/approach – Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses. Findings – Outdoor groupwork skills programmes were widely viewed as being effective for developing interpersonal skills, attitudes and knowledge that were then further developed and applied during degree courses and later in the workplace. Four of the main perceived benefits were increased social integration amongst peers, academic success, personal development and employability. A range of psychological and environmental factors were reported to influence the extent of skill development and transfer, and are presented in the Model for Optimal Learning and Transfer. Practical implications – This study supports outdoor groupwork skills programmes as an effective method of groupwork skills training during higher education, and offers recommendations for promoting learning and transfer following training courses. Originality/value – This is the first study to systematically evaluate the long-term impact of outdoor groupwork skills programmes in higher education. A novel methodological approach is also demonstrated, which can be replicated in other contexts of training evaluation.

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“…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.…”

Section: Santé Socialeunclassified

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

Nilsson¹,

Bentsen²,

Grahn³

et al. 2019

Santé Publique

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Dans la société actuelle, les maladies liées au mode de vie jouent un rôle de plus en plus important dans les causes de mauvaise santé. L’accès et le séjour dans des environnements qui contiennent des éléments naturels tels que les forêts, les parcs et les jardins ont attiré l’attention pour leur capacité à favoriser la santé et le bien-être humains. Un domaine de recherche à part entière s’est développé pour expliquer et attester du lien entre accès et activités dans la nature et santé humaine. L’action COST E39 « Forêts, arbres et la santé et le bien-être humains », initiée en 2004 et achevée en 2009, avait pour but de réunir des chercheurs européens qui travaillent sur les différents aspects de la relation entre nature et santé. Ses principaux résultats ont été présentés dans le livre Forests, Trees and Human Health publié en 2011. Cet article porte sur trois questions de recherche centrales concernant la relation entre nature et santé : les effets réparateurs, instauratifs et salutaires sur la santé humaine, les effets sur la santé des activités physiques de plein air et les interventions thérapeutiques telles que les jardins thérapeutiques et les bains de forêt. Une revue systématique de la recherche menée à la suite de l’action COST, permet d’aboutir aux conclusions suivantes : 1) Un nombre remarquable de publications de recherche mettent en évidence une corrélation statistique entre l’accès à la nature et aux espaces verts et l’activité physique humaine et la santé. Cependant, peu d’études établissent une relation de cause à effet permettant d’affirmer que l’accès aux espaces verts entraîne une plus grande activité physique et une meilleure santé. 2) La recherche existante sur les activités de plein air dans des environnements naturels fait état d’un certain nombre d’associations positives et effets sur la santé, dont certains sont solidement appuyés par des preuves, bien que sujets à des réserves quant à l’applicabilité immédiate des conclusions qu’on peut en tirer. 3) Beaucoup d’études montrent que des thérapies fondées sur la nature fonctionnent et donnent lieu à des effets clairement positifs, mais la qualité de ces études fait l’objet de sérieuses critiques. Enfin, les auteurs recommandent qu’une plus grande place soit accordée aux recherches sur les bénéfices économiques tirés des effets que la nature procure sur la santé et d’élargir la base théorique des études. De plus, une meilleure intégration de ces connaissances dans les politiques de la santé et leur mise en œuvre pratique dans le cadre de l’urbanisme et de la gestion des forêts sont à envisager.

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The role of outdoor adventure education in facilitating groupwork in higher education

Cited by 57 publications

References 33 publications

Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes

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

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