Logo image
Back
Outdoor fieldwork in higher education: Learning from multi-disciplinary experience
Abstract

Outdoor fieldwork in higher education: Learning from multi-disciplinary experience

Brendon Munge, Glyn J Thomas and Deborah Heck
Abstracts, pp.26-27
National Outdoor Education Conference, 20th (Hobart, Australia, 09-Apr-2018–12-Apr-2018)
2018
url
http://outdooreducationaustralia.org.au/wp-content/uploads/2018-NOEC-Abstract-Book.pdfView
Webpage

Abstract

Specialist Studies in Education
Background: Many disciplines utilise outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesise the literature across a range of disciplines to identify common strengths, weaknesses, opportunities, and threats (SWOT). Each aspect of the SWOT was then examined at the micro, meso and macro levels to identify implications for how OFW is used as an experiential learning pedagogy in higher education. Methodology/Approach: A descriptive literature review, using the SWOT and micro, meso and macro frameworks, was undertaken drawing from disciplines using OFW including biology, outdoor and environmental education, archaeology and the associated geo-sciences. Findings/Conclusions: Strengths of OFW include engagement, outreach, and professional competencies while weaknesses exist in the areas of equity, logistics, and standards. Opportunities centre on improving pedagogical practices, diversity, and collaboration while threats applicable to OFW were costs, funding, outdated practices, and governance. Implications Academics from a range of disciplines using OFW have similar experiences. Therefore, exploring ways to collaborate or learn from each other will further develop OFW as an experiential learning strategy in higher education.

Details

Metrics

73 Record Views
Logo image