Group Writing, Reflection, and Discovery: A Model for Enhancing Learning on Wilderness Educational Expeditions

Background: Understanding strategies for enhancing learning is central to developing effective teaching practices. Students’ perceptions of these practices are critical for deepening this understanding. Purpose: The aim of this study was to investigate students’ perceptions of a group journal activi...

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Bibliographic Details
Published in:The Journal of experiential education 2018-09, Vol.41 (3), p.241-260
Main Authors: Asfeldt, Morten, Hvenegaard, Glen, Purc-Stephenson, Rebecca
Format: Article
Language:English
Subjects:
Adventure Education
Collaborative Writing
Communication Skills
Correlation
Diaries
Educational Benefits
Experiential learning
Foreign Countries
Grounded Theory
Groups
Instructional Effectiveness
Journal Writing
Learning Processes
Outdoor Education
Perceptions
Reflection
Student Attitudes
Students
Teacher Effectiveness
Teaching Methods
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Summary:Background: Understanding strategies for enhancing learning is central to developing effective teaching practices. Students’ perceptions of these practices are critical for deepening this understanding. Purpose: The aim of this study was to investigate students’ perceptions of a group journal activity (GJA) on learning enhancement and to present a model that illustrates the reflective-learning process of the GJA. Methodology/Approach: Three questionnaires (pre, post, and 2 months after) were distributed to 22 expedition participants in 2013 and 2015. Responses were analyzed to identify the learning benefits of the GJA, and grounded theory was used to develop the process model. Findings/Conclusions: A positive relationship exists between students’ participating in the GJA and self-reported perception of learning. Students report the GJA as having similar benefits as traditional personal journal-writing with the added benefits of promoting learning from others’ perspectives, enhancing understanding of others, promoting reflective communication skills, and providing a tangible record of experience which enables continued reflection and learning. A process model illustrates the recursive cycle of writing, sharing, and discovery that the GJA enables. Implications: This research presents the GJA as an uncommon form of journaling in outdoor education and demonstrates the GJA’s potential for enhancing learning. The model outlines the effective use of the GJA.
ISSN:1053-8259
2169-009X
DOI:10.1177/1053825917736330