Impacts of Outdoor Learning - Essay Example

Impacts of outdoor learning al affiliation Impacts of outdoor learning 0. Introduction The concept of outdoor learning has been of great essence in the educational sector. Various analysts and researchers indicate that outdoor learning can be described as experimental learning that takes place in real life setting. This, according to the thoughts of Hovelynck (2001), differs with learning that takes place in the form of theories that take place through lecture methods or case studies. In the case of experimental learning, in that case, refers to any form of learning that takes place through involvement of the learners in the learning process (Higgins, 2002). Most educators in the field of education mostly prefer experimental learning over other learning methods, like the lecture method which they claim to be more of teacher centred than student centred. Studies indicate that lessons that are designed to meet the demands of the learners, especially through discovery are more inclined to yield more results than lessons that are more concerned with the tutors (Martin, 2006). Marg (2008) indicates that outdoor learning is that which is organized to fit the learners in the outdoor, with the environment manipulated to fit the needs of the learners. The main learning resource, in this case, is the environment, that allows for learning via action as well as reflection of concepts being taught in the classroom. Reflection, in this case, takes place through use of role play, learner games and narratives amongst others. Through these learning tools, the educators are able to learners tend to change their way of thinking on the manner in which they view the concepts being taught. Of more weight, is the argument by Geoff (2008) who indicates that the kind of knowledge that was confined in the classroom is no longer applicable in contemporary learning environment. Teachers must come up with systems that allow the learners be active in the learning environment, an aspect that allows them interact one on one with the real life environment. If the teachers assume the role of ‘preachers’ in the classroom, chances are that the learners will result to rote learners who will assume education as a part time. Teachers must the source of experience givers, and make the learning environment as constructive as possible. 2.0. Body 2.1. Literature review According to Bilton (2010), outdoor learning is a channel in which the educator opens innovative opportunities for learners to grasp the concepts being taught in the classroom. Experimental learning is a practical method of teaching and learning that allows the learners venture into milieus that they had not been conversant with prior to subjection to the concept being taught in the learning environment. Through outdoor learning, the monotony of the classroom environment and the normal lectures and group discussions are evaded by the learners. Of essence, the learners are given the opportunity to ankle new discoveries in the environment that are relation to the concepts being educated in schools. As much as some critics’ dispute that outdoor learning may give minimal results during learning, the direct point of discussion is that a difference is noted, regardless of how tiny it may sound. This leads to the definition of the learning process, which indicates any form of change that is experienced in the learners after imposition of any form of instruction (Bunting, 2006). In this case, therefore, it would be justified to make the assumption that no matter how minute, outdoor learning has created a lot of changes in the learners. Additionally, research conducted by Sampson & Adelsberger (2008) indicates that outdoor learning has made exceptional changes in the field of education. With time, learners have been seen to develop a positive attitude towards discovery of concepts on their own, which has produced tremendous outcomes on the performance of the learners, a concept which Weaver& Bodzin (2010) refer to as active students. It is evident that through the direct encounters with the environment, that learners have a first hand experience with the world; thus, facilitate learning. However, it is the responsibility of the educators to always be present in the course of learning, so as to facilitate the development of the learners by instant correction on the errors they might commit, emphasize on concepts, that ultimately lead to the development of the confidence in the learners, as well as boost their motivation to learn. Beard & Wilson (2006) emphasize that the role of the teacher in experimental learning is ensuring that the learning environment is conducive for learning, inculcating skills in the learners, instil curiosity in the learners on the need to study outdoors and supporting the learners, in whatsoever manner. Moreover, for experimental learning to yield results, the characteristics of the learners has to be put under scrutiny, the nature of the learning has to be well planned, and the impact of the natural environment on the learning process (Preston, 2005). The outdoor practical learning environment has to be assessed in terms of both the positive and negative influences that may affect learning. This argument is backed by research conducted by Eaton (2000) who indicates that the educators have no choice, but to assess what might and might not facilitate learning in the natural classroom environment. 2.2. Case studies According to the case study conducted by Kuru & Irmeli (2000), learners that have gone through outdoor learning were seen to be much more conversant with the concepts being taught in the classroom as compared to learners who were confined in the classroom setting. Kuru & Irmeli (2000) continue to emphasize that in terms of social interaction between learners who have gone through outdoor experience and those who did not gives the evidence that they were more social and were able to make tangible decisions in terms of societal quandaries as compared to the classroom learners. In fact, Kuru & Irmeli (2000) indicates that these learners are indeed considerate and are better placed in societal interaction dealings. This is an interpretation of the implication of the fact that, outdoor learning is not only beneficial to the learners in the classroom setting, but also in the societal point of view. Outdoor learning, therefore, is an all rounded teaching methodology, whose paybacks cannot be compared to those of other teaching methods. Burrows & Lisette’s (2008) case study on outdoor learning was carried out on a group of learners in a school in New Zealand. The major purpose of carrying out this research was to analyse the impacts of outdoor learning on education, and if there is a major distinction with the indoor learning. From this case study; it is evident that real space, according to Burrows & Lisette (2008) provides evocative learning experiences that allow the learners have numerous alternatives on what works best for them. From the interview responses from the teachers on their experiences on an outdoor experience on a camp visited, they indicate that with a clear identity of the concepts to be taught and how to teach them will indeed be beneficial to making a positive impact on the learners’ ability. The topic may sound sophisticated, but how the entire concept will be organized matters a great deal. Additionally, the case study carried out by Geoff (2008) indicates that, experimental learning is the way towards an understanding of the concepts taught in the classroom on a first hand experience. Through exposure to the real world, the learners are in a position to deal with one on one experience with the real world. Academic instruction can only impart knowledge if the learners are exposed to the right activities in the environment within which they are learning. This study interprets the fact that, with exposure to learners to new environments, learners are always looking forward to having more lessons as compared to indoor learning. This explains that outdoor learning creates a more promising and productive learning environments to the learners. With the feedback being shared among the learners, they all have a clear understanding of the concepts being taught and discussed in the classroom, and as the saying goes, what is seen is more memorable, unlike what is heard. Learners, in this context, therefore, are more of active learners than passive ones in an indoor classroom. Retaining of information by these learners is of a great extent, unlike in the case when the information is provided in an oral mode. Fundamentally, this kind of learning is more motivating than the lecture or discussion approaches. 2.3. Facilitating classroom reflection in the learning setting Facilitating reflection in the course of learning is of great importance in the placement of the learners. Though on my first placement, it seemed extremely tasking to include the learners in the learning environment; my new placement has seen the inclusion of the learners in the learning environment. With the ability to use the learning space effectively, my learners were able to experience a difference in the learning setting. Indeed, facilitative reflection cannot be assumed in the course of learning. The tutor must select the best approach in the course of learning and be the major instigator of facilitative learning, through analysis of experiences. According to Martin, Franc &Zounkova (2004), the process of facilitative learning as aided by the teachers is referred to as the reviewing process, that mostly focuses on the use of question and answer method that boosts thinking and analysis of the concepts learnt by the learners. Clayton &Ash (2004) emphasize that through the use of questions by the educators after the experimental learning, lasting impacts on the concepts taught during outdoor learning. Furthermore, the educators must be involved in the review of the lessons that stimulates the motions raised during learning. Hogan (2003) cautions that outdoor learning may at times be referred to as too monotonous, and the teacher must always come up with novel skills that would boost learning and reduce the chances that the learners are completely unable to derive meanings from the field trips. The reviews must always be given an upper hand experimental learning, as this is the phase of comparison and contrasts of the findings of the discussion. At most times, the review lessons tend to be boring, an aspect that leaves the educators with no option, but to involve the questions and role play, lest the entire learning system turns into another form of lecture method. In the educational sector, active learners have always yielded higher results, since the learners are more willing to learn and are more inquisitive and interested in the concepts being relayed. Among the major advantages of outdoor learning- that are only useful through facilitative learning- are inclusive of change of the scene that was previously dominated by four walls. This, as Hatcher & Bringle (2003) indicate, they induce a new learning approach to the learners, who are made to interact with realia, unlike the previously used models and learning aids in the classroom. Through outdoor learning, Geoff (2008) indicates that the level of intelligence of the learners increases tremendously for the reason that their brain is stimulated to achieving first hand information as compared to the indoor learning. In as much the classroom at most times seem well equipped, they cannot be compared to the classroom settings. Physical attributes that relate to the concepts being taught are useful in the learning environment. The learners are given an opportunity to learn in their own way through facilitative interaction. Additionally, through facilitative learning, the ability of the learners to learn in group work is different as compared to the learning in the classroom setting, which is bound to be distracted with furniture and deficient space in class, especially if the number of learners is large. In the open space, learners can move freely, interact easily even through consultations with others during learning. According to Eaton (2000), outdoor learning has created healthy learners in terms of the kind of lifestyle they lead, as they are offered a chance to interact with the physical world, especially if they are linked with the environment at a tender age. With this early exposure of learners with their environment, allows them develop solid problem solving abilities; their level of creativity is boosted as well as their innovation and inventive abilities. A situation where the educators offer their learners a good learning environment in the outdoors promotes dynamic learners, who face risks that they have to deal with; thus, nurture the skill of managing novel circumstances that they may face. In the United Kingdom for instance, most schools have embraced the concept of outdoor learning especially to the learners in their first years of their schooling (Knight, 2009). This acts as a basis of bringing up learners who will find it easier to deal with their predicaments as they progress in their education. Play has also been noted to be a major drive to the learning of young children, which can only be provided through outdoor lessons. This kind of learning takes place through building up fervent feelings and a positive attitude for learning. Most significantly, parents must also be keen to take part in the learning of their children. This can be done by continuously assessing and evaluating what their children learn in the schools. This aspect allows them take part in decision making on what works best for their children in terms of education and early detection of their abilities. With the parents playing their role in the learner education, it becomes a collaborative effort between the two parties that ultimately join forces to help select the best careers that the learners can fit it. Values and customs have to be adhered to, if outdoor learning has to be a success in imparting knowledge in the learners. 3.0. Conclusion Conclusively, it is of great importance that educators take advantage of the fact that they can manipulate the environment for the benefit of the learners. Indoor teaching can on a great extent be referred to as an unexciting mode of teaching that does not improve retention of concepts taught in the classroom but creates a notion of the monotony of education in the classroom. The educators must always be keen to select the most appropriate factors that are of use to the learning environment. Once the educators make learning interesting, the way forward to making learning a success is automatically set. Fundamentally, learning in the outdoor setting creates a lasting experience in the learners especially after careful review that facilitates learning. Experience sets a lasting base of the concepts taught to the learners. From the above discussion, it is of great importance that educators learn what motivates their students in the educational setting. The topic is indeed, followed with a lot of quandaries on the functionality of the outdoor lessons, and what exactly fits for that particular type of learning. However, the advantages of the outdoor learning outweigh the disadvantages of the same, since the learners face the physical world in its totality. Collaborative effort among all the concerned stakeholders is of essence to the success of outdoor learning. References Beard, C., & Wilson, J., 2006. Experiential learning: a best practice handbook for educators and trainers. London: Kogan Page Publishers. Bilton, H., 2010. Outdoor learning in the early years: Management and Innovation. New York: Taylor & Francis. Bunting, C., 2006. Interdisciplinary teaching through outdoor education. London: Human Kinetics. Burrows, Z., & Lisette, 2008. Is what you see what you get? The production of knowledge in-between the indoors and the outdoors in outdoor education. Physical Education & Sport Pedagogy, 2008; 13 (3), 251. Clayton, H., &Ash, L., 2004. The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 2004; 29 (2), 137-154. Eaton, D., 2000. Cognitive and affective learning in outdoor education. Dissertation Abstracts International – Section A: Humanities and Social Sciences, 60, 10-A, 3595. Geoff, C., 2008. Coming of age for outdoor learning. Horizons, Winter; 2008,(44), 22. Hatcher, A., & Bringle, W., 2003. Reflection in service- learning: Making meaning of experience. Educational Horizons, 1999; 77(4), 179-185. Higgins, P., 2002. Outdoor education in Scotland. Journal of Adventure Education and Outdoor Learning, 2002; 2 (2), 149–168. Hogan, C., 2003. Practical Facilitation: A Toolkit of Techniques. London: Kogan Page Publishers. Hovelynck, J., 2001. Beyond didactics: a reconnaissance of experiential learning. Australian Journal of Outdoor Education, 2001, 6 (1), 4-12. Knight, S., 2009. Forest Schools and Outdoor Learning in the Early Years. London: SAGE Publications Ltd. Kuru, J., & Irmeli, P., 2000. Outdoor Activities as a Basis for Environmental Responsibility. Journal of Environmental Education, 2000; 31(4), 32‐36. Marg, C., 2008. Whats the story? Outdoor education in New Zealand in the 21st century. Journal of Physical Education, 2008, 41(3), 14 12. Martin, A., Franc, D., &Zounkova, D., 2004. Outdoor and experiential learning: A holistic and creative approach to programme design. New York: Gower Publishing, Ltd. Martin, B., 2006. Outdoor leadership: Theory and Practice. London: Human Kinetics. Preston, S., 2005. Contemporary issues in education. Netherlands: Rodopi Publishers. Sampson, D., & Adelsberger, H., 2008. Handbook on Information Technologies for Education and Training. New York: Springer. Weaver, S., & Bodzin, A., 2010. The Inclusion of Environmental Education in Science Teacher Education. New York: Springer. Read More