Curriculum at forty below: A phenomenological inquiry of an educator/explorer's experience with adventure learning in the Arctic
Grounded in the theoretical approaches of experiential learning and inquiry-based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real-world issues and pursue answers to their own questions in an...
| Published in: | Distance Education |
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| Main Authors: | , , |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
2008
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| Subjects: | |
| Online Access: | https://research.manchester.ac.uk/en/publications/200e9513-243a-4278-bc8a-e17302719d50 https://doi.org/10.1080/01587910802395789 |
| Summary: | Grounded in the theoretical approaches of experiential learning and inquiry-based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real-world issues and pursue answers to their own questions in an authentic, anchor-based environment. In this article we present a theoretical overview of AL, provide a brief summary of recently examined AL impacts in the classroom, and use a phenomenological lens to examine the experience of an educator/explorer who traveled by dogsled over 3000 miles across the Arctic to engage students and teachers from around the world in a truly authentic learning context. We conclude by offering recommendations for teachers who wish to embark on their own unique AL experiences with their students (without necessarily having to travel to the Arctic). |
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