The journal of experiential education最新文献

Collaborating within a Lockdown: Students' Online Collaboration to Develop a College Readiness Workshop during the COVID-19 in-person restrictions. 封锁期间的合作:在COVID-19面对面限制期间，学生在线合作开发大学准备研讨会。

The journal of experiential education Pub Date : 2023-06-01 DOI: 10.1177/10538259221115813

Katherine C Aquino

{"title":"Collaborating within a Lockdown: Students' Online Collaboration to Develop a College Readiness Workshop during the COVID-19 in-person restrictions.","authors":"Katherine C Aquino","doi":"10.1177/10538259221115813","DOIUrl":"https://doi.org/10.1177/10538259221115813","url":null,"abstract":"Background: The COVID-19 pandemic created significant disruption within the educational setting, including the rapid shift to a fully online learning environment. Purpose: The purpose of this study was to explore how graduate students collaborated synchronously and reimagined an in-person academic service learning project into an asynchronous workshop format. Methodology/Approach: An explanatory single case study approach was used to explore how educational leadership doctoral students developed content for and transitioned the modality of an academic service learning project-a college readiness workshop for middle school students-during the COVID-19 pandemic. Findings/Conclusions: Overall, the development of and transition to a fully online workshop website format highlighted the importance and additional need for technology to support project content, the challenge of how to best incorporate audience engagement through an asynchronous platform, and the shift in roles and expectations of the graduate students throughout the workshop development process. Implications: Although this learning experience was adapted due to pandemic-related restrictions, this reimagined student-led project provided additional and unique opportunities for collaboration and technology integration that can be useful and applicable to the students' post-lockdown lives.","PeriodicalId":75070,"journal":{"name":"The journal of experiential education","volume":"46 2","pages":"180-196"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9329082/pdf/10.1177_10538259221115813.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9310204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Fight, Flight, or Freeze?: Equine-Assisted Learning as a Means to Explore Anxiety, Self-Efficacy, and Agency in Rural Youth During COVID-19 战斗，逃跑，还是冻结?马辅助学习作为探索新冠肺炎期间农村青年焦虑、自我效能和能动性的手段

The journal of experiential education Pub Date : 2023-05-15 DOI: 10.1177/10538259231174877

Lauren Davis, C. Stanton

{"title":"Fight, Flight, or Freeze?: Equine-Assisted Learning as a Means to Explore Anxiety, Self-Efficacy, and Agency in Rural Youth During COVID-19","authors":"Lauren Davis, C. Stanton","doi":"10.1177/10538259231174877","DOIUrl":"https://doi.org/10.1177/10538259231174877","url":null,"abstract":"Background: Given the emerging information about the COVID-19 pandemic's detrimental impacts on youth well-being, it is paramount to consider interventions that may mitigate these consequences, especially those available in socially distanced, outdoor settings. Further, adolescents in rural settings are at a significant disadvantage for accessing critical mental health services; therefore, novel, community-based approaches are necessary to support youth wellness efforts. Purpose: This study sought to address youth mental health challenges exacerbated by the COVID-19 pandemic in rural Montana by combining mindfulness techniques with Equine Assisted Learning. Methodology: The study applied a mixed methods phenomenological case study. Surveys and participatory observations/ interviews provided a foundation for multi-phase data analysis. Descriptive statistics and paired samples t-tests were used to analyze quantitative data; multi-phase qualitative coding (open, focused, and values coding) was utilized to analyze interview and observational data. Findings: Participants’ anxiety levels were greatly reduced following the intervention; mixed outcomes resulted from self-efficacy measures. Qualitatively, the findings demonstrate alignment between course topics, goals, and outcomes. Implications: Results suggest the potential for EAL to reduce anxiety levels in youth and increase self-awareness and agency in application of strategies to manage anxiety. Questions surrounding Bandura's self-efficacy scales arose as a result of this research.","PeriodicalId":75070,"journal":{"name":"The journal of experiential education","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74497337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic 疫情期间学生电子服务学习体验与结果的大规模研究

The journal of experiential education Pub Date : 2023-05-03 DOI: 10.1177/10538259231171852

G. Ngai, K. Lau, K. Kwan

{"title":"A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic","authors":"G. Ngai, K. Lau, K. Kwan","doi":"10.1177/10538259231171852","DOIUrl":"https://doi.org/10.1177/10538259231171852","url":null,"abstract":"Background: The COVID-19 pandemic resulted in strict social distancing and lockdown measures to contain the spread of the disease. These measures significantly impacted experiential pedagogies, including service-learning. Many teachers pivoted to e-service-learning. While past literature suggests that e-service-learning is as, or even more effective than, traditional service-learning, there are few large-scale comparative studies that support this claim. Purpose: Our study fills the research gap via a large-scale study into student e-service-learning experiences and outcomes during COVID-19. Methodology/Approach: The study examines learning outcomes of students taking e-service-learning subjects during the early stage of the pandemic, i.e., the 2020/21 academic year, in a Hong Kong university, and compares their learning experiences and gains with a similar group of students who studied the same subjects from 2014/15 to 2018/19. Findings/Conclusions: Results indicate that while e-service-learning is effective in enhancing students’ cognitive and civic learning, it is less effective than traditional service-learning in facilitating civic learning outcomes. Implications: Investigating students’ learning experiences suggests that the quality of reflection and interaction with the community, which are critical learning experience components, may have been impacted by online communication. These factors may have played a key role in influencing the effectiveness of e-service-learning compared to traditional service-learning.","PeriodicalId":75070,"journal":{"name":"The journal of experiential education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85620712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pandemic Partnerships: Community/University Experiences with Community-Based Learning in the COVID-19 Era 大流行伙伴关系:COVID-19时代社区/大学基于社区学习的经验

The journal of experiential education Pub Date : 2022-12-19 DOI: 10.1177/10538259221145935

Ryan J. Couillou, B. McGee, April S. Carr, Tabitha Lamberth

{"title":"Pandemic Partnerships: Community/University Experiences with Community-Based Learning in the COVID-19 Era","authors":"Ryan J. Couillou, B. McGee, April S. Carr, Tabitha Lamberth","doi":"10.1177/10538259221145935","DOIUrl":"https://doi.org/10.1177/10538259221145935","url":null,"abstract":"Background: COVID-19 inevitably affected community-based learning. Though the literature has begun to explore the impact on higher education and community partners, more information is needed about how their partnerships have been operating. Purpose: This study investigated the perspectives of both community partners (n = 145) and higher education institutions (n = 62). Top challenges to community-based learning and ways partnerships have changed during the COVID-19 pandemic were explored. Methodology/Approach: A cross-sectional qualitative design was used to comprehend COVID-19's impact on community-based learning. The researchers used an online survey with responses collected from Fall 2020 to Spring 2021. Findings/Conclusions: The top challenges for community-based learning included concerns about the pandemic, collaboration, and resources. Challenges specific to each stakeholder group (i.e., higher education and community partners) were also identified. Specifically in the wake of COVID-19, the most frequently discussed pandemic-related changes were the disruption of partnerships (cessation/postponement or extensive changes) and interaction changes (amount or modality of communication). However, some discussed being able to maintain or improve partnerships. Implications: Additional consideration is needed among service-learning stakeholders for adapting projects, addressing power differentials, and improving communication during the COVID-19 pandemic. Partnerships may use these insights to inform their own adaptations.","PeriodicalId":75070,"journal":{"name":"The journal of experiential education","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88616555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transnational Solidarity Histories in International Service Learning: A Nicaraguan Case Study. 国际服务学习中的跨国团结史:尼加拉瓜个案研究。

The journal of experiential education Pub Date : 2022-12-01 Epub Date: 2022-03-18 DOI: 10.1177/10538259221086666

Katie MacDonald

{"title":"Transnational Solidarity Histories in International Service Learning: A Nicaraguan Case Study.","authors":"Katie MacDonald","doi":"10.1177/10538259221086666","DOIUrl":"https://doi.org/10.1177/10538259221086666","url":null,"abstract":"Background: Critical literature examining international service learning does not examine the historical formations or expectations and experiences of hosts in depth. Most studies focus on either a critical examination of colonial or imperial history or a wide analysis of host perceptions without the same critical attention to history. Purpose: The research reported in this article focuses on the experiences and histories of Nicaraguan hosts in international service learning. Methodology: The research includes a qualitative case study and draws on in-depth interviews with 21 Nicaraguan hosts. The research was conducted in 2014 and 2015 as a part of a larger study which also included volunteers. Findings: Nicaraguans who participated in international service learning did so with intentional outcomes that are shaped through Nicaraguan histories of transnational solidarity. This intentional participation meant that programming was cultivated with the hopes for politicized learning outcomes. Implications: International service learning is a complex and problematic pedagogy as has been well documented in the literature. Seeking to understand, however, the motivations and expectations of hosts as contextualized in their own historical formations, cultures and desires can provide alternative frameworks and imagining for international service learning practices.","PeriodicalId":75070,"journal":{"name":"The journal of experiential education","volume":"45 4","pages":"493-508"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/78/f2/10.1177_10538259221086666.PMC9674053.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40478403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Outdoor Adventure and Experiential Education and COVID-19: What Have We Learned? 户外冒险和体验式教育与新冠肺炎：我们学到了什么？

The journal of experiential education Pub Date : 2022-09-01 DOI: 10.1177/10538259211050762

Aaron M Leonard, Alan W Ewert, Kodiak Lieberman-Raridon, Denise Mitten, Erik Rabinowitz, S Anthony Deringer, Forrest Schwartz, Steve Smith, Christine L Norton, John Regentin, Sherry Bagley, Ileana Anderson

{"title":"Outdoor Adventure and Experiential Education and COVID-19: What Have We Learned?","authors":"Aaron M Leonard, Alan W Ewert, Kodiak Lieberman-Raridon, Denise Mitten, Erik Rabinowitz, S Anthony Deringer, Forrest Schwartz, Steve Smith, Christine L Norton, John Regentin, Sherry Bagley, Ileana Anderson","doi":"10.1177/10538259211050762","DOIUrl":"10.1177/10538259211050762","url":null,"abstract":"Background: The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) now known as COVID-19 changed the world and the outdoor adventure and experiential education (OAEE) fields were not immune. These changes significantly impacted various OAEE programs in multiple ways and at different levels of intensity. Purpose: The purpose of this study was to ascertain the impacts of the COVID-19 pandemic on the OAEE fields and identify how OAEE organizations have responded to those impacts. Methodology/Approach: Using a three-phase study and a multi-method approach to data collection and analyses, respondents from 115 OAEE organizations (N=115) were asked to indicate how and in what ways their organizations have been impacted by the pandemic and in what ways their organizations have responded to those challenges. Findings/Conclusions: Many organizations responded not being ready for the impacts from the COVID-19 pandemic. Significant impacts were noted from most of the OAEE organizations responding and included closings, staff reductions, and downsizing as well as operational changes. Many organizations reported ways they are attempting to mitigate the pandemic effects. Implications: Important questions were raised in this paper as to how well prepared the OAEE fields might be for the next crisis.","PeriodicalId":75070,"journal":{"name":"The journal of experiential education","volume":"45 3","pages":"233-255"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9358127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10255631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0