Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program
AbstractIn this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure Learning experience over the two-year period was dynamic, participatory, engaging, collaborative, and social. Students eagerly became part of the experience both inside and outside of the classroom, and it quickly became apparent that they saw themselves as valued members of the unfolding storyline that mediated their learning. Our recommendations for future research and practice include a call to evaluate "authenticity," focus on the learner experience and narrative, and consider the interplay between pedagogy, technology, and design.
How to Cite
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.