The Contribution Transport Time Makes to Outdoor Programs: A Third Place?

Background: During transport to and from outdoor education field trips, students experience a period of togetherness and minimal imposed structure. Transport time also appears to align with Oldenburg’s third places, where people spend time together without a particular agenda. Purpose: To examine ed...

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Bibliographic Details
Main Authors: North, Chris, Beames, Simon, Stanton, Toby, Chan, Bacon
Format: Article
Language:English
Subjects:
emergent learning
field trips
transport
travel
unstructured time
Online Access:Request full text
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Summary:Background: During transport to and from outdoor education field trips, students experience a period of togetherness and minimal imposed structure. Transport time also appears to align with Oldenburg’s third places, where people spend time together without a particular agenda. Purpose: To examine educators’ perspectives on the contribution that transport time makes to OE programs through an analysis featuring the characteristics of third places. Methodology/Approach: The perspectives of 16 outdoor educators (four each from New Zealand, Australia, Hong Kong, and Scotland) were gathered using a semi-structured interview protocol. Data were analyzed using a deductive process based on the third place characteristics; four unforeseen themes also emerged. Findings/Conclusions: Findings highlighted the centrality of conversation between students and between students and educators; the low profile of transport time; and a sense of excitement and fun. Students controlled the intensity of their “presence” through the use of devices (where allowed) and by selecting their sitting position in the vehicle. Implications: The findings show that transport time allowed students to have a broad variety of conversations that could be variously silly and fun, deep and introspective. Educators are encouraged to more carefully consider the contribution that transport time makes to their programs.