Emergent Learning Outcomes from a Complex Learning Landscape

Autor/inn/en	Bieluch, Karen Hutchins; Sclafani, Alexandra; Bolger, Douglas T.; Cox, Michael
Titel	Emergent Learning Outcomes from a Complex Learning Landscape
Quelle	In: Environmental Education Research, 27 (2021) 10, S.1467-1486 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bieluch, Karen Hutchins)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1947985
Schlagwörter	Higher Education; Sustainability; Outcomes of Education; Environmental Education; Study Abroad; Decision Making; Experiential Learning; Alumni; Teaching Methods; Program Design; Attitude Change; Behavior Change; Foreign Countries; Conservation Education; Natural Resources; Undergraduate Students; Namibia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Lernleistung; Schulerfolg; Umweltbildung; Umwelterziehung; Umweltpädagogik; Studies abroad; Auslandsstudium; Decision-making; Entscheidungsfindung; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Programme design; Programmaufbau; Programmplanung; Attitudinal change; Einstellungsänderung; Ausland; Natural Ressource; Natürliche Ressource
Abstract	Institutions of higher education play an important role in training citizens who can thoughtfully and critically make decisions that impact the sustainability of our planet. While researchers have determined competencies that students need as environmental and sustainability professionals, less is understood about how to achieve these outcomes within complex learning environments, such as experiential learning settings. We apply a learning landscape framework to conceptualize connections among curricular and programmatic features and student learning outcomes on Dartmouth College's Environmental Studies Africa Foreign Study Program. We describe the results of 31 semi-structured interviews with alumni of the program. Results demonstrate that program design and pedagogical strategies, coupled with student activities, influence both cognitive and affective student learning outcomes, and that all learning elements are mutually influencing. Further, we identify two emergent learning outcomes, appreciation for reflection and introspection and capacity to engage with complexity, identified by considering learning at a landscape scale. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01