IRRODL Volume 10, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press
Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach. The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach. Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a) small and (b) diverse, can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.
Veletsianos, G. & Kleanthous, I. (2009). A review of adventure learning. The International Review of Research in Open and Distributed Learning, 10(6), 84-105. Athabasca University Press.
Aaron Doering & Jeni Henrickson, University of Minnesota, United States
Global Learn 2015 (April 2015) pp. 443–451
Aaron Doering, University of Minnestoa, United States; Jeni Henrickson, University of Minnesota, United States
Global Learn 2015 (April 2015) pp. 342–350
Rita Kop, Yorkville University, Canada; Helene Fournier, National Research Council of Canada, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1977–1986
George Veletsianos, University of Texas at Austin, United States; Brant Miller, Karla Bradley Eitel, Jan U.H. Eitel & R. Justin Hougham, University of Idaho, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2164–2169
The Adventure of Extreme Learning: Documenting Impactful Online Learning Tools, Projects, and Resources
Curtis J. Bonk, Justin Whiting, Eulho Jung, MInkyoung Kim, Abdullah Altuwaijri, Verily Tan & Yurong Wang, Indiana University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 154–160
What Technology Tools Promote such Extreme Learning?: Analysis of Technologies Used in Extreme Learning Websites
Eulho Jung, Minkyoung Kim, Yurong Wang & Curtis J. Bonk, Indiana University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1972–1982
George Veletsianos, University of Texas at Austin, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1252–1256
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