A review of adventure learning

Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status...

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Autores principales:	George Veletsianos, Irene Kleanthous
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	distance education online learning e-learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/77667c3ec2304d24a7c5a6f05dbae2fe
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spelling	oai:doaj.org-article:77667c3ec2304d24a7c5a6f05dbae2fe2021-12-02T17:00:38ZA review of adventure learning10.19173/irrodl.v10i6.7551492-3831https://doaj.org/article/77667c3ec2304d24a7c5a6f05dbae2fe2009-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/755https://doaj.org/toc/1492-3831Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach. The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach. Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a) small and (b) diverse, can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.George VeletsianosIrene KleanthousAthabasca University Pressarticledistance educationonline learninge-learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 6 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education online learning e-learning Special aspects of education LC8-6691
spellingShingle	distance education online learning e-learning Special aspects of education LC8-6691 George Veletsianos Irene Kleanthous A review of adventure learning
description	Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach. The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach. Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a) small and (b) diverse, can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.
format	article
author	George Veletsianos Irene Kleanthous
author_facet	George Veletsianos Irene Kleanthous
author_sort	George Veletsianos
title	A review of adventure learning
title_short	A review of adventure learning
title_full	A review of adventure learning
title_fullStr	A review of adventure learning
title_full_unstemmed	A review of adventure learning
title_sort	review of adventure learning
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/77667c3ec2304d24a7c5a6f05dbae2fe
work_keys_str_mv	AT georgeveletsianos areviewofadventurelearning AT irenekleanthous areviewofadventurelearning AT georgeveletsianos reviewofadventurelearning AT irenekleanthous reviewofadventurelearning
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A review of adventure learning

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