The Developmental Value of Independent Student Expeditions in Outdoor Adventure Education for Emerging Adult-Aged Participants

Journal of Outdoor Recreation, Education, and Leadership Pub Date : 2024-02-15 DOI:10.18666/jorel-2024-11778

Michael Riley, Jim Sibthorp, Shannon G. Rochelle

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Abstract

Research has articulated the benefits of autonomy in outdoor programming (e.g., Chang, 2017), and the independent student expedition (ISE) is one type of autonomous experience that has received attention across the literature. Research suggests that ISEs have the potential to foster personal growth and promote group development (e.g., Daniel et al., 2014). However, the majority of research conducted on these experiences focuses on the outcomes of participation, and much of it has been conducted with adolescents under 18 years of age. As such, less is known about the developmental affordances ISEs offer emerging adults. The purpose of this study is to re-examine unaccompanied ISE experiences utilized during outdoor adventure education programming to identify the meaningful learning occurring during this course component for emerging adult-aged participants and investigate the pedagogical mechanisms present during ISE that foster growth and development for these individuals and help them realize important developmental milestones.

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户外探险教育中学生独立探险对成年参与者的发展价值

研究阐明了户外活动中自主性的益处（例如，Chang，2017），而学生独立探险（ISE）是自主体验的一种类型，受到了各种文献的关注。研究表明，ISE 有可能促进个人成长和团体发展（如 Daniel 等人，2014 年）。然而，关于这些体验的研究大多集中在参与的结果上，而且大部分都是针对 18 岁以下的青少年进行的。因此，人们对 ISE 为新兴成人提供的发展能力知之甚少。本研究的目的是重新审视在户外探险教育计划中使用的无人陪伴 ISE 体验，以确定在这一课程内容中，新兴成人参与者进行了哪些有意义的学习，并调查 ISE 期间促进这些人成长和发展的教学机制，帮助他们实现重要的发展里程碑。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of Outdoor Recreation, Education, and Leadership

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