NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 70 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Munge, Brendon; Thomas, Glyn; Heck, Deborah – Journal of Experiential Education, 2018
Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common…
Descriptors: Experiential Learning, Field Experience Programs, Higher Education, Field Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Breunig, Mary – Journal of Experiential Education, 2017
There exists a relatively coherent body of research relevant to problem-based and transformational learning but too few studies that have empirically explored the many anecdotal claims of the attributes of experiential, student-directed pedagogy. The purpose of this present study was to explore students' and professor experiences with/in a…
Descriptors: Experiential Learning, Teaching Experience, Student Experience, Scholarship
Peer reviewed Peer reviewed
Direct linkDirect link
Deringer, S. Anthony – Journal of Experiential Education, 2017
Place-based education and mindfulness are not new concepts, but the idea of combining the two bodies of work to explore what mindful place-based education might look like may provide a useful new perspective. The purpose of the literature review is to take place-based pedagogical methods and examine how mindfulness might influence the experience…
Descriptors: Literature Reviews, Place Based Education, Metacognition, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Ritchie, Stephen D.; Patrick, Krysten; Corbould, Gordon Marcus; Harper, Nevin J.; Oddson, Bruce E. – Journal of Experiential Education, 2016
We report on an environmental scan (ES) of adventure therapy (AT) literature, organizations, and activities in Canada. The ES methodology involved (a) an examination of final reports related to a series of national symposiums on AT in Canada, (b) a review of academic literature related to AT in Canada, and (c) a summary of AT programs and courses…
Descriptors: Foreign Countries, Therapy, Physical Environment, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Scrutton, Roger; Beames, Simon – Journal of Experiential Education, 2015
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…
Descriptors: Adventure Education, Educational Research, Statistical Analysis, Individual Development
Peer reviewed Peer reviewed
Direct linkDirect link
Warren, Karen; Roberts, Nina S.; Breunig, Mary; Alvarez, M. Antonio G. – Journal of Experiential Education, 2014
Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and…
Descriptors: Social Justice, Outdoor Education, Experiential Learning, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Shellman, Amy – Journal of Experiential Education, 2014
Experiential settings hold great potential for empowering participants. Beginning with an overview of how empowerment has been defined and conceptualized in the literature, this article examines the construct of empowerment in experiential education settings as a process and an outcome. A summary of how empowerment has been applied and measured in…
Descriptors: Experiential Learning, Literature Reviews, Educational Practices, Empowerment
Peer reviewed Peer reviewed
Direct linkDirect link
Sibthorp, Jim; Jostad, Jeremy – Journal of Experiential Education, 2014
Many components of the social system interact with one another to produce group-level behavior that determines the functionality of the small group in outdoor adventure education (OAE). This article synthesizes the contemporary literature and theory regarding eight aspects of the OAE social system: (a) Macro Contextual Factors, (b) Student…
Descriptors: Social Systems, Outdoor Education, Educational Theories, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Mullins, Philip M. – Journal of Experiential Education, 2014
In response to the crisis of sustainability, this paper revisits understandings of human--environment relations established through skill-based outdoor activities that are used commonly among adventure recreation, education, and tourism. Reconsidering a predominant focus on risk and a persistent tension between technical and environmental…
Descriptors: Outdoor Education, Sustainability, Ecology, Environmental Education
Peer reviewed Peer reviewed
Direct linkDirect link
Bell, Brent J.; Gass, Michael A.; Nafziger, Christopher S.; Starbuck, J. David – Journal of Experiential Education, 2014
Outdoor orientation programs represent a prominent area of experiential education with over 25,000 participants annually. More than 191 outdoor orientation programs currently operate in the United States and Canada. The research examining outdoor orientation programs consists of 25 peer-reviewed published studies and 11 dissertations. A new theory…
Descriptors: Outdoor Education, School Orientation, Educational Practices, Educational Theories
Peer reviewed Peer reviewed
Direct linkDirect link
Houge Mackenzie, Susan; Son, Julie S.; Hollenhorst, Steve – Journal of Experiential Education, 2014
This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state…
Descriptors: Psychology, Experiential Learning, Interdisciplinary Approach, Self Determination
Peer reviewed Peer reviewed
Direct linkDirect link
Rutko, Ebony A.; Gillespie, Judy – Journal of Experiential Education, 2013
This article seeks to provide a review of the theoretical and empirical literature in the field of wilderness therapy, the intent of which is to gain a greater conceptual understanding of the importance of the physical environment in therapeutic intervention. A review and consolidation of the existing literature reveal that the theories used to…
Descriptors: Physical Environment, Outdoor Education, Intervention, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Medina, Jacquie – Journal of Experiential Education, 2009
Three research abstracts dealt with program outcomes and the factors that affect them. Morgan (2008) dealt with the potential influence of sensation-seeking personality traits on perceived risk and perceived competence in adventure experiences. Two abstracts by Bobilya, Akey, and Mitchell, Jr. (2008) and Austin, Martin, Mittelstaedt, Schanning,…
Descriptors: Outcomes of Education, Educational Research, Personality Traits, Risk
Peer reviewed Peer reviewed
Direct linkDirect link
Thomas, Glyn – Journal of Experiential Education, 2004
The literature on facilitation describes the skills, methods, models and theories of facilitation but gives less coverage to the assumptions and philosophies that underpin the processes by which facilitators develop. This paper reviews the literature on facilitation and provides a typology, which classifies the different approaches to facilitator…
Descriptors: Experiential Learning, Classification, Literature Reviews, Skill Development
Peer reviewed Peer reviewed
Roberts, Jay W. – Journal of Experiential Education, 2002
Principles of brain-based learning, including pattern and meaning making, parallel processing, and the role of stress and threat, are explained, along with their connections to longstanding practices of experiential education. The Brain Compatible Approach is one avenue for clarifying to mainstream educators how and why experiential methods are…
Descriptors: Brain, Cognitive Processes, Educational Environment, Educational Trends
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5