Showing papers in "Journal of Experiential Education in 2015"
TL;DR: Co-Constructed Developmental Teaching Theory (CDTT) as mentioned in this paper is a biologically driven model of teaching that orders the steps in a neuro-biologically supported sequence, and it is a cohesive framework of ideas that have been presented before but not linked in a coherent manner to the biology of the learning process.
Abstract: In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb’s model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb’s experiential learning theory in terms of epistemology, educational neuroscience, and model analysis reveals the need for an experiential learning theory that addresses these issues. This article re-conceptualizes experiential learning by building from cognitive neuroscience, Dynamic Skill Theory, and effective experiential education practices into a self-adjusting fractal-like cycle that we call Co-Constructed Developmental Teaching Theory (CDTT). CDTT is a biologically driven model of teaching. It is a cohesive framework of ideas that have been presented before but not linked in a coherent manner to the biology of the learning process. In addition, it orders the steps in a neurobiologically supported sequence. CDTT opens new ...
73 citations
TL;DR: In this article, the authors explored several learning experiences that used mindful instructional design of experiential learning to promote critical thinking outcomes and identified four effective features of instructional design that supported critical thinking: planning, instruction method, content, and explicit critical thinking outcome.
Abstract: Today’s complex societal problems require both critical thinking and an engaged citizenry. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. However, critical thinking is not necessarily a part of every experiential learning process. This project explored several learning experiences that used mindful instructional design of experiential learning to promote critical thinking outcomes. This project looked at four different learning settings that varied in sustainability topics and extent of experiential learning that suggests applicability to a wide educational audience. Our work identified four effective features of instructional design that supported critical thinking: planning, instruction method, content, and explicit critical thinking outcomes. We found that strong critical thinking outcomes result from experiential learning with appropriately scaffolded critical thinking exercises and processes.
49 citations
TL;DR: In this article, the authors introduce ways in which movement can enhance one's understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility.
Abstract: This article introduces ways in which movement can enhance one’s understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis (LMA) framework create a hypothesized integrated typology of learning and movement styles that expand the description of Learning Style to include the movement affinities. These suggested relationships are facilitated by the existing theories and grounded by movement observations and interviews of more than 200 adult learners. From the theoretical relationships and observations, the authors propose descriptions of the movement affinities for each of the nine styles in the Kolb Learning Styles Inventory 4.0 (KLSI 4.0) and suggest that increasing one’s movement flexibility, or the ability to move using a full range Effort and motion through space, provides a catalyst...
47 citations
TL;DR: Service learning has become more prevalent in teacher preparation programs with the intent of providing the opportunity for pre-service teachers to become engaged with individuals who have different life experiences than their own as mentioned in this paper.
Abstract: Service learning remains a topic of interest in higher education. It has become more prevalent in teacher preparation programs with the intent of providing the opportunity for pre-service teachers to become engaged with individuals who have different life experiences than their own. Lessons can be learned through a review of the literature and the examination of existing models of service learning, including an honest discussion of the advantages and potential barriers for all stakeholders.
46 citations
TL;DR: In this article, the authors examined 22 studies and 6 meta-analyses in the peer-reviewed literature that have made use of quantitative methods to measure personal and social development (PSD) in OAE.
Abstract: Outdoor adventure education (OAE) has a long history of being credited with the personal and social development (PSD) of its participants. PSD is notoriously difficult to measure quantitatively, yet stakeholders demand statistical evidence that given approaches to eliciting PSD are effective in their methods. Rightly or wrongly, many stakeholders want evidence in numbers and not anecdote. This article examines 22 recent studies and 6 meta-analyses in the peer-reviewed literature that have made use of quantitative methods to measure PSD in OAE. The investigation revealed three recurring problem areas that are effectively weakening the body of literature: the sample, the questionnaire and its use, and management of variables. Examples of good practice are reviewed and concrete suggestions made to uphold methodological rigor.
43 citations
TL;DR: The authors investigates one aspect of environmental philosophy and the differences between anthropocentric and ecocentric thinking, and applies it to the outdoor recreation and environmental education fields, and finds that environmental philosophers write only for other environmental philosophers, and their insights on the nature-human relationship do not reach environmental educators and adventure programmers.
Abstract: Sometimes environmental philosophers write only for other environmental philosophers, and their insights on the nature–human relationship do not reach environmental educators and adventure programmers. This article investigates one aspect of environmental philosophy and the differences between anthropocentric and ecocentric thinking, and applies it to the outdoor recreation and environmental education fields. Even some philosophers themselves believe that the anthropocentric/ecocentric debate is a theoretical discussion with few practical implications, but there are several reasons that outdoor recreation professionals and environmental educators might consider anthropocentric and ecocentric distinctions in their work. They include an appreciation of motivations behind environmental action and the practical value of discussing philosophical differences.
38 citations
TL;DR: In this article, the authors describe the Equine Assisted Growth and Learning Association's (EAGALA) experiential model called Equine assisted psychotherapy (EAP), which is based on the Association for E...
Abstract: This article describes the Equine Assisted Growth and Learning Association’s (EAGALA) experiential model called Equine Assisted Psychotherapy (EAP). EAGALA’s model is based on the Association for E...
37 citations
TL;DR: The literature on service learning outcomes in pre-adolescent children is relatively sparse as mentioned in this paper, and there is no literature on the impact of community engagement on the outcomes of service learning.
Abstract: The literature on service-learning outcomes in pre-adolescent children is relatively sparse. Empathy (i.e., overall, cognitive, affective) and community engagement (i.e., connection to the communit...
35 citations
TL;DR: In this paper, the authors investigate the process of developing resilience through participation in outdoor adventure programming, where resilience is conceptualized as experiencing growth thrashing through outdoor adventure programs, rather than experiencing loss.
Abstract: This two-phase study investigates the process of developing resilience through participation in outdoor adventure programming. In this study, resilience is conceptualized as experiencing growth thr...
32 citations
TL;DR: In this article, the authors investigate the potential of OAE to afford more frequent experiences that are interesting and goal-relevant, and determine if exposure to OAE programs might lead to more self-directed learning.
Abstract: Learners thrive when they have the capacity to regulate interest and goal direction. Through direct experiences that are interesting and goal-relevant, learners can internalize and better understand their own agency in the learning process. This article further examines this premise in an outdoor adventure education (OAE) context through two interrelated studies. The aim of the first study was to investigate the potential of OAE to afford more frequent experiences that are interesting and goal-relevant. The aim of the second study was to build on the findings from the first study and determine if exposure to OAE programs might lead to more self-directed learning. The results partially support the premise that OAE can foster experiential self-regulation.
28 citations
TL;DR: For instance, the authors found that individuals negotiate identity while studying abroad and modify self-images associated with personal identity (unique character traits) rather than social identity (shared traits with ingroup).
Abstract: Study abroad is one aspect of global movement that connects individuals of diverse backgrounds. Individuals studying abroad are proffered to negotiate self-identity when they confront novelty and new contexts. This study chose to use the qualitative method of phenomenological interviews to examine how individuals experience themselves and others when abroad. Specifically, the study focused on modifications of self-identity via self-images. The results presented emotions, cognitions, and behaviors experienced by individuals during global encounters. The study indicates that individuals negotiate identity while studying abroad and modify self-images associated with personal identity (unique character traits) rather than social identity (shared traits with ingroup). The authors propose that identity among global citizens is an ongoing process that is context dependent and less stable than previously regarded.
TL;DR: The authors used contact theory to examine the impact of a service learning class on college students' attitudes toward people with disabilities and found that students were involved in both lecture material and service learning classes.
Abstract: This research uses contact theory to examine the impact of a service learning class on college students’ attitudes toward people with disabilities. Students were involved in both lecture material a...
TL;DR: This article explored the efficacy of a U.S. camp-based reading program called Explore 30 and examined promising practices for reading interventions in camps as a mechanism for enhancing youth reading outcomes.
Abstract: Many children experience summer learning loss during the summer as measured by grade-level equivalents on standardized tests. Camp-based reading programs are a promising strategy to reduce summer learning loss. Situated within a positive youth development (PYD) theoretical approach, this study explored the efficacy of a U.S. camp-based reading program called Explore 30 and examined promising practices for reading interventions in camps as a mechanism for enhancing youth reading outcomes. Youth and director surveys were used to collect quantitative and qualitative data about program impacts. Approximately 70% of participants read for at least 30 min each day. A paired-samples t test found a significant difference (in the positive direction) in feelings about reading from pretest (M = 2.09, SD = 1.20) to posttest (M = 1.89, SD = 1.08), t(590) = 5.96, p < .001. Findings suggest that the program was an appropriate model for enhancing camp organizational capacity for summer reading. Implications for practice a...
TL;DR: In this paper, the authors present the keys to designing a class that successfully melds service learning and student leadership development, based on the lessons learned over 8 years of teach...
Abstract: The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teach...
TL;DR: In this article, the authors evaluated the effect of wilderness experience programs (WEPs) on psychological well-being for numerous populations and found that among veteran populations, these studies have historically evaluated pro...
Abstract: Wilderness Experience Programs (WEPs) have been shown to enhance psychological well-being for numerous populations. However, among veteran populations, these studies have historically evaluated pro...
TL;DR: This article examined the extent of long-term participation in Girls on the Run (GOTR), an experiential learning program for pre-adolescent girls, and its effect on healthy living and self-esteem.
Abstract: This research study examined the extent of long-term participation in Girls on the Run (GOTR), an experiential learning program for pre-adolescent girls, and its effect on healthy living and self-esteem. To explore these relationships, an exploratory, mixed-methods study was conducted, which involved open- and closed-ended surveys and interviews. Data collection took place in Seattle, Washington, with former Girls on the Run Puget Sound (GOTRPS) participants who now range in age from 8 to 20 years. Specifically, this study scrutinized the (a) long-term participation of the GOTR program, (b) self-perceptions and perceived behavioral changes as a result of GOTR, and (c) whether or not GOTR values were reinforced in the home. Even though the sample size was small, results concluded positive program impact on girls who participated either once (short-term) or repeatedly (long-term). Correlations on long-term participation revealed a positive and statistical significant correlation (r = .350, p = .002).
TL;DR: In this article, the authors discuss the research and philosophy behind service learning as an experiential pedagogical technique, describe one model of integrating SL into a large college classroom, and share findings on student outcomes across six areas of student development.
Abstract: Although research suggests that service learning (SL) is being incorporated into the college classroom at an increasing rate, faculty often report that they are not convinced of its educational values. There is a lack of research on, and awareness about, what SL is, how it can be incorporated into the curriculum, and the outcomes on student learning. In this article, the authors discuss the research and philosophy behind SL as an experiential pedagogical technique, describe one model of integrating SL into a large college classroom, and share findings on student outcomes across six areas of student development. Findings include implications for practice related to previous service experience of students, student gender, and service as a course requirement.
TL;DR: In this article, the authors examined the impact of an 8-month internship course on students' lateral and vertical development and found that experiential learning curricula developed with both lateral learning and vertical learning components are powerful aids in preparing students to address complex work-related challenges.
Abstract: For 30 years, management educators have supported competency-based management education (CBME). When applying CBME, educators stimulate students’ lateral development, known as the acquisition of subject-specific knowledge and competencies that deepen their current perceptions and task performance. We contend CBME is necessary but not sufficient to develop future leaders in an increasingly complex world. Concurrently, educators must design curricula to stimulate students’ vertical development, described as “how we learn to see the world through new eyes, how we change our interpretations of experience and how we transform our views of reality.” This study examines the impact of an 8-month internship course on students’ lateral and vertical development. The findings support our contention that experiential learning (EL) curricula developed with both lateral and vertical development components are powerful aids in preparing students to address complex work-related challenges.
TL;DR: This article argued that much of the service learning education that uses service learning continues to be implemented in a manner that may restrict many students from full, meaningful participation, and argued that service learning can be used to encourage meaningful participation.
Abstract: Citizenship education that uses service-learning continues to be implemented in a manner that may restrict many students from full, meaningful participation. The authors contend that much of the li...
TL;DR: The results of this study demonstrate that implementation evaluation can inform program delivery in an intentional manner in camp and other youth-serving program contexts.
Abstract: Camp scholars have designed structured curricula to engender specific outcomes and to break down the “black box” of programming. Implementation evaluation explores how well a program operates when delivered, further breaking down the black box. The purpose of this study was to explore the implementation of a new structured camp curriculum. The unit of analysis was a pilot camp program, Teens Leading & Connecting (TLC). Methods for this study included two direct observation tools and facilitator interviews. The findings suggest that TLC was implemented with quality and fidelity, and that a variety of mechanisms and contexts supported the implementation of TLC. Understanding these mechanisms and contexts can inform the implementation of TLC, and similar programs, in new camp environments. Furthermore, the results of this study demonstrate that implementation evaluation can inform program delivery in an intentional manner in camp and other youth-serving program contexts.
TL;DR: Adopted children in the United States constitute only 2% to 3% of the U.S population as discussed by the authors. But adopted children are disproportionately represented in residential treatment programs in the USA, due to their higher rates of adoption.
Abstract: Adopted children are disproportionately represented in residential treatment programs in the United States. Adopted children in the United States constitute only 2% to 3% of the U.S population. Nev...
TL;DR: The authors examines how student learning is a product of the experiential interaction between person and environment and draws from the theoretical perspective of complexity to shed light on the e ciency of this interaction.
Abstract: This article examines how student learning is a product of the experiential interaction between person and environment. We draw from the theoretical perspective of complexity to shed light on the e...
TL;DR: This paper explored the role of challenge by choice as it pertains to participants' involvement in adventure activities, and found that CBC might be necessary but not sufficient in explaining students' involvement.
Abstract: Challenge by choice (CBC) has been regarded as a foundational principle for challenge ropes course programs. Although CBC is widely accepted as the primary mechanism for facilitating intended ropes course outcomes, especially a participant’s involvement, until recently it had remained an untested assumption. This study explored the role of CBC as it pertains to participants’ involvement in adventure activities. Using a general inductive data analysis approach, three themes emerged: instruction, atmosphere, and challenge. Whereas instruction positively influenced involvement, atmosphere and challenge had both positive and negative influences. Findings suggest that CBC might be necessary but not sufficient in explaining students’ involvement in adventure activities.
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