A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

Autor/inn/en	Bobilya, Andrew J.; Lindley, Betsy R.; Faircloth, W. Brad; Holman, Tom
Titel	A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 9 (2017) 2, S.254-257 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	Qualitative Research; Outdoor Education; Adventure Education; Evaluation Methods; Mixed Methods Research; Grounded Theory; Pretests Posttests; Outdoor Leadership; Surveys; North Carolina + Suchen Sie Ihr Suchwort? Qualitative Forschung; Freiluftunterricht; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Gruppenleitung; Survey; Umfrage; Befragung
Abstract	Evidence-based programming and the importance of research has gained attention among outdoor and adventure-based programs in recent years (Sibthorp, 2009) regardless of the challenges that often accompany this type of investigation (Bialeschki, Henderson, Hickerson, & Browne, 2012). Programs must often develop their own evaluation instruments, utilize existing tools, or partner with researchers to demonstrate the efficacy of their programs (Bobilya, Holman, Lindley, & McAvoy, 2010). Within Outward Bound, Luo (2011) established construct validity and outcome model validation for a new Outward Bound Outcomes Instrument (OBOI). The North Carolina Outward Bound School (NCOBS) adapted the previous OBOI to assess its educational outcomes and created the NCOBS Course Impression Survey (NCOBSCIS) to measure differences in participants' Character Development, Leadership, and Environmental Service. Similar to Luo, Faircloth and Bobilya (2013) demonstrated that the NCOBSCIS is a valid and reliable measure through a psychometric analysis. Based on the previous study (Bobilya, Faircloth, & Montgomery, 2013), NCOBS revised its data collection schedule in 2013 to require that pretests be completed prior to program participation. The quantitative portion of the current study assessed change in participants' scores following completion of an NCOBS course (Faircloth, Bobilya, & Montgomery, 2014). However, questions emerged in the quantitative data that could be better explained by following a concurrent embedded mixed-methods approach whereby the qualitative data could be used to further explain the quantitative inquiry (Creswell, 2014). Therefore, this qualitative study focused first on participants' perceptions of their learning and growth following participation in a NCOBS course. In addition, the following secondary questions guided additional qualitative analysis: (a) Are there differences in the data based on gender? (b) Are there differences based on course length? (c) What similarities in this 2013 data are there with the original OBOI factor definitions? In other words, do participants use similar terminology to describe their NCOBS experience as was originally defined in the OBOI? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01