NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886200
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1449-5554
Long-Term Student Experiences in a Hybrid, Open-Ended and Problem Based Adventure Learning Program
Veletsianos, George; Doering, Aaron
Australasian Journal of Educational Technology, v26 n2 p280-296 2010
In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure Learning experience over the two-year period was dynamic, participatory, engaging, collaborative, and social. Students eagerly became part of the experience both inside and outside of the classroom, and it quickly became apparent that they saw themselves as valued members of the unfolding storyline that mediated their learning. Our recommendations for future research and practice include a call to evaluate "authenticity," focus on the learner experience and narrative, and consider the interplay between pedagogy, technology, and design. (Contains 3 figures.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A