What kind of outdoor educator do you want to become? Trying something different in outdoor studies in higher education

Abstract

Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 3 2 1 5/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

The Application of Outdoor Learning Method as a Means of Knowing the Environment

“…This can facilitate the beginning of emergence at the initial stage of students to imagine the education outside the class they want. In addition, the learning experience becomes the choice for students and the result is their high learning motivation which results in a valuable starting point towards the planned learning goals [5].…”

Finding New Ways: Developing a Co-Constructed Approach to Excursions in Higher Education

“…Student openness to knowledge derived from experience, and reflection upon it, can be affected by their understanding of previous educational situations and what HE can/should look like (Garrison, Neubert, & Reich, 2016). Such bias may develop from the students' perception of teachers as the keepers of knowledge or the expert, determining what particular knowledge learners need to know (see Towers & Lynch, 2017). We hoped a critical approach to the occupations of outdoor educator, lecturer and student could help to change these power relations.…”

“…Likewise, by occupation Dewey did not mean just a vocational or work role but “different ways of living as a person in the social world, as, for instance, one would be a rock-climber, an artist, a doctor or a sister” (Quay & Seaman, 2013, p. 85). Learning experiences organized in this way enable student agency with regard to the people they can and do become, as the students’ interests develop in a certain way so do their occupations (Towers & Lynch, 2017).…”

Encouraging Experiential Skill Through Self-Learning Approach: A Case Study of Fieldwork Program

“…The way students get knowledge is not only obtained through learning in a class whose situation is limited by space [1], complicated classroom management [2]- [4] and learning partners that only exist in the classroom such as classmates and teachers [5], but they can also be obtained through learning outside the classroom [6]- [10]. Based on some findings about the effectiveness of learning, learning in class can limit the experience that students want to get [11], [12]. Springer and Collins [13] reveal that formal learning in the classroom is difficult to capture all the components of the situation that exist in the real world, even though in that class interactions between students are created in real terms.…”

“…Modern learning does not only prepare students to learn concepts and theories about the world, but in real terms students must also be directed to learn independently about reality and ways to deal with it well [15], [16]. One learning that provides experience, is more dynamic, and meaningful is by learning directly into the field or learning with the community directly or commonly referred to as outdoor education [10], [12], [17]- [20]. By conducting direct learning into the community, students will see, observe, and interact directly with various social realities and phenomena.…”