Mechanisms of Learning Transfer in Adventure Education: Qualitative Results from the NOLS Transfer Survey

Autor/inn/en	Sibthorp, Jim; Furman, Nate; Paisley, Karen; Gookin, John; Schumann, Scott
Titel	Mechanisms of Learning Transfer in Adventure Education: Qualitative Results from the NOLS Transfer Survey
Quelle	In: Journal of Experiential Education, 34 (2011) 2, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.5193/JEE34.2.109
Schlagwörter	Feedback (Response); Adventure Education; Transfer of Training; Active Learning; Group Dynamics; Outdoor Leadership; Curriculum Design; Curriculum Evaluation; Outdoor Education; Experiential Learning; Teacher Evaluation; Teachers; Student Characteristics; Work Environment; Graduate Surveys; Alumni; Leadership Training + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Training; Transfer; Ausbildung; Aktives Lernen; Gruppendynamik; Gruppenleitung; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Teacher appraisal; Lehrerbeurteilung; Lehrer; Lehrerin; Lehrende; Arbeitsmilieu; Führungslehre
Abstract	Transfer of learning from adventure programs remains of critical interest to adventure education professionals. Although some research has investigated what transfers, notably less has focused on mechanisms that might influence transfer. This paper explores the mechanisms of transfer reported by a stratified random sample of National Outdoor Leadership School (NOLS) alumni. The 538 participants reported that instructors (through a variety of means), inherent qualities of the adventure courses (e.g., group dynamics, natural setting), and curriculum (e.g., leadership progression) were critical mechanisms of transfer. Some of the literature-based mechanisms were not evident in the data; however, some (e.g., active learning, feedback) are inherent in adventure education. Thus, adventure education programs may inherently foster learning transfer through a variety of both data- and literature-based means. Ultimately, learning transfer is complex and highly individual; astute adventure educators should intentionally use a wide spectrum of techniques and tools, ranging from group dynamics to curriculum, when considering transfer in adventure education. (Contains 2 figures.) (As Provided).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10