For many years, two international schools in Southeast Asia have had, as part of their high school curricular program, annual extended cross-cultural service-learning Outdoor Education (OE) trips in which the entire student bodies participated. The purpose of this study was to identify the educational and character development benefits to students experiencing the OE programs. The study sought to identify and describe from the students’ perspectives how the OE programs contributed to the students’ growth in social-emotional and character development (SECD), 21st-century skills, and their schools’ global learning outcomes (GLOs). Additionally, the study sought to determine which components of the OE programs the students perceived as contributing to their growth. In this ethnographic intrinsic case study, the methodology for gathering data employed reflexive photography and photo elicitation interviews that resulted in photos submitted by students documenting their OE experiences, photo journals they kept during the trips, and transcripts of the interviews conducted soon after their trips. The student data were categorized and hand coded to identify 33 themes arranged in an explanatory schema. From the student data, 15 design-and-activity components were identified that facilitated 14 resultant design and activity outcomes. Additionally, four distinctive themes highlighted the importance of providing students with opportunities to experience collaboration, service, spiritual input, reflection, close communal living, reciprocity, and natural beauty. The components and outcomes were compared to the five aspects and selected character traits of SECD, selected 21st-century skills, and each of the school’s GLOs. The results of this study showed that students perceived that growth in SECD, 21st-century skills, and their schools’ GLOs was attributable to the 15 identified components. These components worked together to create challenging conditions and tasks that students experienced, performed, and learned during the OE program. A science course analogy can be applied to OE. In this analogy, students get the lecture portion of the course at home, school, and church, while the laboratory portion is experienced through OE. During OE, students have opportunities to apply and practice the knowledge and skills they have been learning in the lectures.
|Advisor:||Stiff-Williams, Helen R.|
|Commitee:||Carr, Paul B., Hanes, John C.|
|School Location:||United States -- Virginia|
|Source:||DAI-A 78/09(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Secondary education|
|Keywords:||21st-century skills, Global learning outcomes, International school, Outdoor education, Service learning, Social-emotional and character development|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be