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Tying Yourself to the Chair: Using Slack in a Classroom as Organization 把自己绑在椅子上在课堂上使用 Slack 作为组织工具
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-09 DOI: 10.1177/10538259241246234
Ovidiu C. Cocieru, Matthew C.B. Lyle, Mark A. McDonald
Background: The Classroom-as-Organization (CAO) is an established experiential education approach in management education. Purpose: The purpose of the paper is to explore how students and instructors use Slack to communicate in a CAO. Methodology/Approach: We conduct a discourse analysis of three separate exchanges on Slack, an application used for student and instructor communication in an externally oriented CAO. Findings/Conclusions: While Slack provides a venue where problems can be solved, and group dynamics patterns emerge quicker, it presents challenges for instructors, particularly surrounding the balance between suggestion and directive. Implications: Instructors need to be mindful of the benefits and challenges of using Slack when it comes to problem-solving, expressing emotions, and critical thinking for class activities. Institutional support for CAOs may be essential to reduce the pressure on instructors to monitor student activity on Slack.
背景:课堂即组织(CAO)是管理教育中一种成熟的体验式教育方法。目的:本文旨在探讨学生和教师如何在 CAO 中使用 Slack 进行交流。方法/途径:我们对 Slack 上的三次独立交流进行了语篇分析,Slack 是一个用于在外部导向的 CAO 中学生和教师交流的应用程序。结果/结论虽然 Slack 提供了一个可以解决问题的场所,而且可以更快地形成小组动态模式,但它也给指导教师带来了挑战,尤其是在建议和指令之间的平衡方面。影响:当涉及到解决问题、表达情感和批判性思维等课堂活动时,教师需要注意使用 Slack 的好处和挑战。机构对 CAO 的支持可能对减轻教师监控 Slack 上学生活动的压力至关重要。
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引用次数: 0
The Effect of Ugandan Coffee Farmers’ Role Identity on Their Experiential Learning 乌干达咖啡农的角色认同对其体验式学习的影响
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-08 DOI: 10.1177/10538259241244726
Robert Ochago, Domenico Dentoni, Maral Mahdad
Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.
背景:尽管有关教育和学习科学的文献确定了学生身份如何影响他们的体验式学习过程,但在农业背景下,这种联系并不那么清晰,因为农民面临着独特的价值链挑战,即从生产到营销。目的:本研究有助于探讨农民的角色认同如何支持或阻碍农民的体验式学习过程。研究方法:首先,对与乌干达咖啡种植农进行的 91 次访谈进行定性分析,以了解种植农角色认同的性质和相关性。其次,利用基于偏最小二乘法回归的路径分析,评估了 214 位咖啡种植者的生产角色认同对其经验学习的调节作用。研究结果研究结果表明,农民对咖啡种植者身份的认同决定了他们从价值链挑战中学习的内容、方式和时间。农民的角色认同尤其有助于他们对过去的挑战进行反思,从而增加解决挑战的知识,并有助于他们通过实验来解决挑战。影响:本研究将角色认同理论融入到农村咖啡价值链学习过程的研究中。此外,研究结果表明,农业推广人员应了解农民的身份及其对学习的影响,从而选择培训项目的目标和发展方向。
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引用次数: 0
The Sublime Reimagined: Moving Towards Deweeper Human–Nature Relations in Outdoor Adventure Education 重塑崇高:在户外探险教育中建立更深层次的人与自然关系
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-08 DOI: 10.1177/10538259241246232
Amy E. Smallwood
Background: Current research in outdoor adventure education advocates for deeper attention to place and the role that place and the more-than-human world play in pedagogical processes. However, historical and socio-cultural analysis of the roots of OAE reveals an educational approach that encourages adversarial human–nature relations toward the pursuit of anthropocentric outcomes. The use of sublime environments towards these ends does not naturally align with the more recent attempts to foster environmental behaviors through OAE. Purpose: This research addresses the ambiguity between “place” and “pedagogy” to suggest a reimagined role of the sublime that fosters more empathetic human–nature relations. Methodology/Approach: This research utilizes philosophical phenomenology and postqualitative analysis to develop an argument for engaging with sublime environments in ways that cultivate empathetic human–nature relations. Findings/Conclusions: I argue for an awareness of the material aspect of sublime experiences that precedes construction and can inspire empathetic and reciprocal human–nature relations. Implications: Reimagining the sublime as a material phenomenon that is relational and promotes virtues of humility, respect, and care for the more-than-human world.
背景:当前的户外探险教育研究提倡更深入地关注地点以及地点和超人类世界在教学过程中的作用。然而,对户外探险教育的历史和社会文化根源进行的分析表明,这种教育方法鼓励建立对抗性的人与自然关系,以追求以人类为中心的结果。利用崇高环境来达到这些目的,与最近试图通过开放式非洲教育来培养环保行为的做法并不自然一致。目的:本研究探讨了 "场所 "与 "教育学 "之间的模糊性,提出了重新认识崇高的作用,以促进更富有同情心的人与自然的关系。方法/途径:本研究利用哲学现象学和后定性分析来论证与崇高环境接触的方式,以培养移情的人与自然关系。研究结果/结论:我认为,对崇高体验的物质方面的认识先于对崇高体验的构建,并能激发共鸣和互惠的人与自然关系。影响:将崇高重新想象为一种物质现象,这种现象具有关联性,能够促进谦逊、尊重和关爱超越人类世界的美德。
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引用次数: 0
Trends and Issues in Experiential and Outdoor Education Programs 体验式教育和户外教育计划的趋势与问题
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-15 DOI: 10.1177/10538259241239586
Andrew J. Bobilya, Tom Holman, Betsy Lindley, Esther Ayers, Christine Norton, Steve Smith, Denise Mitten, Brent J. Bell
This brief article summarizes five trends and issues discussed during a moderated panel and round table discussion at the Association for Experiential Education (AEE) Symposium on Experiential Education Research (SEER) in November 2023. The aim of this session was to expand on prior documented trends and disseminate current experiential and outdoor education (EOE) trends, issues, and related research. These are only a few of the many EOE trends and issues but they represent both meta trends/issues and program-specific trends. This session was designed for scholars and practitioners who teach, provide program administration, and/or conduct research and evaluation efforts for EOE and related disciplines. Topics included cultural representation in the outdoors, trauma and mental health trends, safety II: a new view of risk management, nature and outdoor programming, and whether college outdoor orientation leaders should be paid. We hope that you, the reader, are inspired to consider what trends and issues are impacting your work and explore areas for future research.
这篇短文总结了 2023 年 11 月体验教育协会(AEE)体验教育研究研讨会(SEER)上由主持人主持的小组讨论和圆桌讨论中讨论的五个趋势和问题。本次会议的目的是扩展先前记录的趋势,传播当前体验式教育和户外教育(EOE)的趋势、问题和相关研究。这些只是众多 EOE 趋势和问题中的一小部分,但它们既代表了总体趋势/问题,也代表了具体项目的趋势。本次会议专为从事教学、项目管理和/或开展 EOE 及相关学科研究和评估工作的学者和从业人员设计。主题包括户外活动中的文化代表性、创伤与心理健康趋势、安全二:风险管理的新观点、自然与户外活动计划、大学户外定向领队是否应该有报酬等。我们希望读者能从中受到启发,思考哪些趋势和问题正在影响着您的工作,并探索未来的研究领域。
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引用次数: 0
A Phenomenological Study of Intensive Experiential Learning for University Faculty Professional Development 大学教师专业发展强化体验式学习的现象学研究
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-05 DOI: 10.1177/10538259241235915
Mary Rodriguez, Kim E. Dooley, T. Grady Roberts
Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.
背景:大学生需要通过反思实践来归纳和应用解决方案的能力。大学教师需要专业发展,利用真实案例为学生未来做好准备。目的:本研究旨在探讨教师通过为期一年的专业发展项目所获得的经验,该项目包括以自然灾害为背景的实地体验。研究方法:这项现象学研究通过对教师的个人访谈来了解共同经历的本质。通过开放式编码、轴向编码和科尔布体验式学习模型的理论三角分析对数据进行了分析。结果/结论参与者访谈产生了 32 个编码,这些编码被归类为 12 个主题,并根据柯尔布体验式学习模式的四个组成部分进行了理论三角分析:经验、反思、概括和应用。具体的体验主题包括与灾难的联系、与其他教师的联系以及新视角。教师们反思了自己的专业知识、参与体验的重要性以及新的认识。归纳拓展了学科视野和联系。教师们获得了教学应用,包括领导力概念和人性化科学。意义:利用体验式学习促进教师的专业发展,可以提高下一代的教学能力,解决社区内复杂的社会、经济和健康问题。
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引用次数: 0
The Witnesses, the Mediators, and the Treatment Plan Promoters: A Phenomenological Study of Residential Facility Staff Members’ Role as Companions on Wilderness Journeys 见证者、调解者和治疗计划推动者:寄宿机构工作人员在野外旅行中扮演同伴角色的现象学研究
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-04 DOI: 10.1177/10538259241236693
Menny Malka, Anat Haas
Background: Wilderness therapy (WT) has become a popular method of intervention with youth residing in residential facilities (RFs), and an important part of their treatment plan. Thus, the dual positioning and role of RF staff members - who both accompany participants on the WT journey and, at the same time, participate in their on-site, daily therapeutic processes - becomes pivotal in therapy programs for this population. Purpose: To examine the meaning of RF staff members’ role in supporting youth from RFs during the WT process. Methodology: The study adopted a qualitative-phenomenological approach, anchored in semi-structured, in-depth interviews with 12 therapeutic-educational workers (6 social workers and 6 youth workers) employed in RFs in Israel. Findings/Conclusions: Three roles emerged from the interviews: the witness, the mediator, and the promoter of the treatment plan. Implications: An ecological-systemic approach is recommended. This approach will provide an opportunity for the RF team members to engage in possible interventions during the journey. It will also allow them to expand the change process which takes place on the WT journey, to the daily treatment plan of the youth within the RF, and among the social and educational systems in which they are involved.
背景:野外疗法(WT)已成为一种对居住在寄宿设施(RFs)中的青少年进行干预的流行方法,也是他们治疗计划的重要组成部分。因此,寄宿机构工作人员的双重定位和角色--他们既要陪伴参与者踏上野外疗法之旅,又要参与他们的现场日常治疗过程--在针对这一人群的治疗项目中变得至关重要。目的:研究 RF 工作人员在支持来自 RFs 的青少年进行 WT 过程中所扮演角色的意义。研究方法:本研究采用定性-现象学方法,以半结构化的深入访谈为基础,对 12 名受雇于以色列 RFs 的治疗-教育工作者(6 名社会工作者和 6 名青少年工作者)进行了访谈。结果/结论:访谈中出现了三种角色:见证者、调解者和治疗计划的推动者。影响:建议采用生态-系统方法。这种方法将为 RF 小组成员在旅途中参与可能的干预提供机会。这种方法还能让他们将 WT 旅程上发生的变化过程扩展到 RF 内青少年的日常治疗计划,以及他们所涉及的社会和教育系统。
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引用次数: 0
Reported Decreases in Diversity, Equity, and Inclusion Practices in Environmental Education Organizations 环境教育组织报告的多样性、公平性和包容性做法减少情况
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-20 DOI: 10.1177/10538259241232323
Robert Justin Hougham, Sarah Burgess, Jody Bauer
Background: STEM achievement gaps affect marginalized students nation-wide. Environmental education (EE) does not currently nor historically represent a wide range of demographic backgrounds, and increasing concerns demonstrate the effects this can have on pedagogy of the field and the success of its students. Purpose: This research focuses on measures being reported by EE organizations in Wisconsin, and nearby regions, in their work to address diversity, equity, and inclusion (DEI) with consideration to inclusive practices, instructional materials, and overall pedagogy of EE. Methodology/Approach: In 2021, a web-based survey was emailed to 140 EE organization leaders and an updated version was emailed to 112 EE organization leaders in 2023. Responses were analyzed to determine the status of EE across the state and trends across years. Findings/Conclusions: The data does demonstrate a need for equity in EE, specifically supporting students with different learning needs or from underrepresented backgrounds. DEI initiative importance versus resources allocated is disjointed. Lack of consistent collection of demographic data leads EE organizations to fall short of DEI action. Implications: In order to better support learning and positive outcomes, it is significant that environmental educators reevaluate their practices to meet the needs of the growingly diverse students across the country.
背景:科学、技术和工程学的成绩差距影响着全国的边缘化学生。环境教育(EE)目前和历史上并不代表广泛的人口背景,越来越多的关注表明,这可能会对该领域的教学方法和学生的成功产生影响。目的:本研究侧重于威斯康星州及邻近地区的 EE 组织在解决多样性、公平和包容 (DEI)问题时所采取的措施,同时考虑到 EE 的包容性实践、教学材料和整体教学法。方法/途径:2021 年,通过电子邮件向 140 名欧洲教育机构领导人发送了网络调查,2023 年又通过电子邮件向 112 名欧洲教育机构领导人发送了更新版调查。对回复进行分析,以确定全州的 EE 状况和各年的趋势。调查结果/结论:数据确实表明,有必要在教育环境中实现公平,特别是支持有不同学习需求的学生或来自代表性不足背景的学生。发展教育倡议的重要性与分配的资源脱节。由于缺乏对人口数据的持续收集,导致教育部门在开展 DEI 行动方面存在不足。影响:为了更好地支持学习并取得积极成果,环境教育工作者必须重新评估他们的做法,以满足全国各地日益多样化的学生的需求。
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引用次数: 0
Day Camp Leadership: Women's Experiences with Gender Bias, Inequity, and Double Binds 日营领导:女性在性别偏见、不平等和双重束缚下的经历
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-31 DOI: 10.1177/10538259241228479
Kiah DeVona, Jennie M. Weiner
Background: Despite representing half of approximately 1.5 million camp counsellors in the United States, women in outdoor experiential education (OEE) continually face barriers that constrain them to lead according to restrictive gendered expectations. While scholars have studied this issue across a variety of OEE contexts, summer day camps are largely absent from empirical dialogue about gender and leadership. Purpose: Presently, we explore the impact of gender stereotypes on women's experiences as leaders inside one summer day camp. Methodology/Approach: We employ a qualitative, single-case study to interview five camp professionals about their experiences with gender and leadership. Findings/Conclusions: We find the construction of leadership within the camp rewarded men's agentic behaviors and punished women who led similarly. In addition, men who showed communally-oriented leadership traits were recognized as exceptional leaders, while women lost promotions and were reprimanded for the same behaviors. This gendered construction of leadership manifested as women having inequitable access to leadership development pipelines compared to men, especially related to representation, informal mentoring, and promotion. Implications: Considering these biased constructions and their impact on women leaders, we present opportunities for organizational and systemic change within day camps.
背景:尽管在美国约 150 万名营地辅导员中,女性占了一半,但户外体验教育(OEE)中的女性仍然面临着各种障碍,限制了她们按照限制性的性别期望进行领导。虽然学者们已经在各种户外体验教育环境中对这一问题进行了研究,但在有关性别和领导力的实证对话中,夏令营在很大程度上是缺席的。目的:目前,我们在一个夏令营中探讨了性别刻板印象对女性领导经验的影响。方法/途径:我们采用定性、单一案例研究的方法,采访了五位夏令营专业人士,了解她们在性别和领导力方面的经验。结果/结论:我们发现,夏令营中领导力的构建奖励男性的代理行为,惩罚女性的类似领导行为。此外,表现出以社区为导向的领导特质的男性被公认为杰出的领导者,而女性则失去了晋升机会,并因同样的行为受到斥责。这种领导力的性别建构表现为,与男性相比,女性在获得领导力发展渠道方面存在不平等,尤其是在代表权、非正式指导和晋升方面。影响:考虑到这些有偏见的构建及其对女性领导者的影响,我们提出了在日间训练营内进行组织和系统变革的机会。
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引用次数: 0
Flow Perspectives: Using the FSS-2 to Compare Climbers With and Without Disabilities 流量视角:使用 FSS-2 对有残疾和无残疾的登山者进行比较
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-27 DOI: 10.1177/10538259231222453
Emily G. Warner, C. Autry, David P. Loy, Clifton E. Watts, Jaehyun Kim
Background: Participation in adventure as a recreational therapy intervention is well-recognized for its benefits for people with disabilities. Advances in technology and adaptive equipment have increased accessibility to adventure-based activities for those with physical disabilities. Climbing has long been established to facilitate the psychological state of flow; however, there is little research on the experience of flow in individuals with physical disabilities and adaptive climbing, specifically. Purpose: This study investigated if flow is experienced differently between individuals with and without physical disabilities who participated in climbing programs and to determine if there was a relationship between flow and intentions in future participation in climbing. Methodology: The Flow State Scale-2 was used to assess flow and additional questions measured participation. Findings: The global flow score on the FSS-2 indicated that climbers with and without disabilities both experienced a flow-like state. Climbers without disabilities reported a significantly higher sense of control, one of the nine dimensions of flow. Implications: With a better understanding of how people with physical disabilities experience flow, practitioners can better design interventions to facilitate this experience and should know how flow can best be used to promote an active leisure lifestyle.
背景:参加探险活动作为一种娱乐治疗干预措施,对残疾人的益处已得到广泛认可。技术和适应性设备的进步增加了肢体残疾者参与探险活动的机会。长期以来,攀登活动一直被认为能够促进 "流动 "的心理状态;然而,有关肢体残疾人和适应性攀登活动的 "流动 "体验的研究却很少。目的:本研究调查了参加攀岩项目的肢体残障人士和非肢体残障人士对 "流 "的体验是否有所不同,并确定 "流 "与今后参加攀岩活动的意愿之间是否存在关系。研究方法:使用 "流状态量表-2 "来评估流,并通过其他问题来衡量参与度。研究结果流状态量表-2 的总体流得分表明,残疾和非残疾登山者都经历过类似流的状态。非残疾登山者的控制感明显更高,而控制感是流动的九个维度之一。影响:在更好地了解肢体残疾人士如何体验 "流 "之后,从业人员可以更好地设计干预措施来促进这种体验,并且应该知道如何更好地利用 "流 "来促进积极的休闲生活方式。
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引用次数: 0
Exploring the Effects of Semester-Long Service-Learning: A Study on Psychosocial Variables and Quality of Participation Experiences 探索学期服务学习的效果:社会心理变量和参与体验质量研究
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-18 DOI: 10.1177/10538259231221511
Christian Compare, Cinzia Albanesi
Background: Service-learning is a widely adopted approach in higher education institutions globally, integrating civic engagement experiences into academic curricula while being responsive to the development of local communities. Purpose: This study aimed to assess the impact on students in participating in voluntary semester-long service-learning labs and courses in comparison to traditional labs and courses. Methodology/Approach: A quantitative online survey was administered to 110 students at the beginning and end of the lectures, investigating four psychosocial variables of citizenship: social justice attitude, cognitive empowerment, sense of community responsibility, and civic engagement. The post-survey also collected data on the participants’ quality of participation experiences. Findings/Conclusions: Analyses performed on data revealed no statistically significant group differences over time in all examined variables, except for the quality of participation experiences, where service-learning students scored significantly higher than other students. Factors potentially influencing these results include the students’ perception of their competence, the duration of the service-learning program, and relying on self-reported measures. Implications: This study contributes to the advancement of experiential learning knowledge emphasizing the significance of methodological rigor, underpinning a narrative that leverages failure to foster understanding. Future research could further explore the role of quality of participation experiences in service-learning.
背景:服务学习是全球高等教育机构广泛采用的一种方法,它将公民参与体验融入学术课程,同时响应当地社区的发展。目的:本研究旨在评估自愿参加为期一学期的服务学习实验室和课程与传统实验室和课程相比对学生的影响。方法/途径:在讲座开始和结束时,对 110 名学生进行了在线定量调查,调查了公民意识的四个社会心理变量:社会正义态度、认知能力、社区责任感和公民参与。课后调查还收集了关于参与者参与体验质量的数据。结果/结论对数据进行分析后发现,除了参与体验的质量,服务学习学生的得分明显高于其他学生外,其他所有考察变量在统计上都没有显著的组间差异。可能影响这些结果的因素包括学生对自身能力的认识、服务学习项目的持续时间以及依赖自我报告的测量方法。意义:这项研究有助于促进体验式学习知识的发展,强调了方法论严谨性的重要性,并为利用失败促进理解的叙述提供了基础。未来的研究可以进一步探讨参与体验的质量在服务学习中的作用。
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引用次数: 0
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Journal of Experiential Education
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