Adventure Learning and Learner-Engagement: Frameworks for Designers and Educators

Autor/inn/en	Henrickson, Jeni; Doering, Aaron
Titel	Adventure Learning and Learner-Engagement: Frameworks for Designers and Educators
Quelle	In: Journal of Interactive Learning Research, 24 (2013), S.397-424 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Focus Groups; Interviews; Surveys; Observation; Elementary School Students; Elementary School Teachers; Teaching Methods; Educational Technology; Technology Integration; Learner Engagement; Technology Uses in Education; Social Studies; Online Courses; Adventure Education; Discovery Learning; Cooperative Learning; Instructional Effectiveness; Attitude Measures; Minnesota + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gemeinschaftskunde; Online course; Online-Kurs; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Entdeckendes Lernen; Kooperatives Lernen; Unterrichtserfolg
Abstract	There is a recognized need for theoretical frameworks that can guide designers and educators in the development of engagement-rich learning experiences that incorporate emerging technologies in pedagogically sound ways. This study investigated one such promising framework, adventure learning (AL). Data were gathered via surveys, interviews, direct observation, and focus groups as 123 elementary students and 3 teachers employed an AL environment. Findings indicate that varied pedagogical strategies and technologies embedded in the AL framework kept students engaged and willing to share their newly acquired knowledge, while synched learning opportunities focused student learning on targeted objectives. The AL environment also generated formative assessment possibilities, and offered a means to incorporate mobile and other emerging technologies into future learning environments. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10