Using transformative learning theory to understand outdoor adventure education

Meerts-Brandsma, Lisa; Sibthorp, Jim; Rochelle, Shannon

doi:10.1080/14729679.2019.1686040

Cited by 16 publications

(6 citation statements)

References 14 publications

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“…It should be noted that the women who came on to the WOLC were at a stage where they were dissatisfied with their current career and wanted to move on. This was significant to the study in that Meerts-Brandsma et al (2020) suggest participants who come to an experience looking for change or who are at transition are potentially more likely to undergo personal transformation. It is also the case that the women on the course were relatively advantaged as white, educated women.…”

Section: Discussionmentioning

confidence: 93%

Transformational learning through a women’s outdoor leadership course

O’Brien

Allin

2021

Journal of Adventure Education and Outdoor Learning

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Section: Discussionmentioning

confidence: 93%

Transformational learning through a women’s outdoor leadership course

O’Brien

Allin

2021

Journal of Adventure Education and Outdoor Learning

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“…The school was established in 2011 and is accredited B, based on certificate 133/BAN-S/M.35/SK/X/2018. MIS Islamiyah Muhammadiyah Walikukun this year developed the concept of transformative learning as follows: The basic concept of transformative learning is influencing changes in clear and directed frames of reference (Meerts-Brandsma et al, 2020). Various values, attitudes, norms, and various things inherent in the self and the environment are things that can be reflected.…”

Section: Resultsmentioning

confidence: 99%

Transformative Learning Management as A Learning Solution in MIS Islamiyah Muhammadiyah Walikukun Ngawi

Surahman¹

2023

AIJP

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Transformative learning is a form of education directed at achieving the search for solutions to problems that occur. Consequently, learning should be based on a critical attitude towards the self and environment of the learners. Transformative learning makes everyone involved in education aware that learning brings action and reflects effort. This study aims to explain transformative learning management in MIS Islamiyah Muhammadiyah Walikukun Ngawi. This research is field research. Data analysis is done using the triangulation method by sorting, grouping, and concluding. The results showed that self-transformation is a fundamental concept of learning applied in MIS Islamiyah Muhammadiyah Walikukun. This basic foundation encourages schools to change the learning process's structure, characteristics, and substance. In this case, the educator's function is a facilitator in providing a stimulus for changes in the attitudes and behavior of students in facing and solving problems that exist in themselves and their environment.

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“…The implications of disengagement during OAB experiences are significant, as traditional models in the outdoor and adventure literature assume that the participant is motivated and engaged in the experience to receive the intended benefits (McKenzie, 2000; Walsh & Golins, 1976). Naturally, those who are engaged in OAB experiences will be more inclined to take risks and push their psychological and physical capabilities during the challenging activities, which can provide transformative experiences (Meerts‐Brandsma et al., 2020).…”

Section: Discussionmentioning

confidence: 99%

Cardiovascular reactivity to acute psychological stress is associated with generalized self‐efficacy and self‐efficacy outcomes during adventure challenges

Tyne,

Fletcher,

Stevinson

et al. 2024

Psychophysiology

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Outdoor adventure challenges are commonly used to enhance self‐efficacy, but the physiological mechanisms involved remain unexplored. Additionally, while studies have documented the influence of self‐efficacy on stress management, general self‐efficacy has yet to be fully understood in the context of cardiovascular stress reactivity (CVR). This study investigated the influence of self‐efficacy beliefs on CVR during acute psychological stress tasks. Additionally, it explored whether CVR serves as a novel mechanism underlying the outcomes of outdoor adventure challenges. As part of a wider randomized controlled trial, participants (n = 55) were invited to complete a laboratory session to assess CVR to an active (paced auditory serial addition test (PASAT)) and a passive (cold pressor test (CPT)) stress task. Randomized participants (n = 33) to the experimental condition also engaged in a high ropes challenge course after the laboratory session. It was found that greater self‐reported self‐efficacy was associated with larger CVR during the CPT and positively associated with perceived engagement and performance during the PASAT. Secondly, participants reporting positive change in self‐efficacy post‐intervention were associated with greater CVR and greater CVR was associated with higher ratings of intervention engagement and perceived challenge. This study provides preliminary evidence suggesting that greater efficacy beliefs may heighten CVR to passive acute psychological stressors. Habitual stress reactivity may represent a novel mechanism involved in outdoor and adventure‐based interventions. Future research should continue to explore the impact of psychological variables on stress physiology and examine CVR as a potential mechanism in adventure experiences.

show abstract

Using transformative learning theory to understand outdoor adventure education

Cited by 16 publications

References 14 publications

Transformational learning through a women’s outdoor leadership course

Transformational learning through a women’s outdoor leadership course

Transformative Learning Management as A Learning Solution in MIS Islamiyah Muhammadiyah Walikukun Ngawi

Cardiovascular reactivity to acute psychological stress is associated with generalized self‐efficacy and self‐efficacy outcomes during adventure challenges

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