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Published VersionCC BY V4.0, Open Access
Journal article
The Impact of Technology on Presence in Outdoor Education
The Journal of Experiential Education, Vol.47(2), pp.301-318
2024
Appears in UniSC Supported Open Access Outputs
Abstract
Background: The ability of outdoor educators and their participants to be present with each other and the natural and cultural histories of places can impact the realisation of learning outcomes and safety. Purpose: In this paper, we combine the findings of two separate research studies regarding the potential for digital technology to both distract and enhance the presence that both facilitators and their learners may experience in outdoor education programs. Methodology/Approach: Research Study One used a naturalistic inquiry to collect data via surveys and online interviews with 185 outdoor educators from 14 different countries. Research Study Two used a collective case study involving undergraduate outdoor education programs in Norway. Data were collected from 12 educators and 12 learners using semi-structured interviews and focus group interviews. Findings/Conclusions: Decisions on inclusion or exclusion of digital technology in outdoor education should be intentional, systematic, and evidence-based. The use of mobile technologies can pose barriers to learners’ and educators’ presence, their social interactions, and their experience of place. Implications: Digital technology can enhance or detract the experience of presence in outdoor education programs depending on how that technology is used, and the way the technology is managed.
Details
- Title
- The Impact of Technology on Presence in Outdoor Education
- Authors
- David Hills (Author) - Griffith University, Brisbane, AustraliaImre van Kraalingen (Author) - Norwegian School of Sport SciencesGlyn J. Thomas (Corresponding Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - Legacy
- Publication details
- The Journal of Experiential Education, Vol.47(2), pp.301-318
- Publisher
- Sage Publications, Inc.
- Date published
- 2024
- DOI
- 10.1177/10538259231202452
- ISSN
- 2169-009X; 1053-8259
- Copyright note
- © The Authors 2023. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99968897802621
- Output Type
- Journal article
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