Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Carol A.; Parks, Rodney; Parrish, Jesse; Swirski, Ryan |
|---|---|
| Titel | Disruptive Silence: Deepening Experiential Learning in the Absence of Technology |
| Quelle | In: Journal of Adventure Education and Outdoor Learning, 18 (2018) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1472-9679 |
| DOI | 10.1080/14729679.2016.1244646 |
| Schlagwörter | Experiential Learning; Study Abroad; Student Experience; Influence of Technology; Undergraduate Students; Foreign Countries; Semi Structured Interviews; Learner Engagement; Individual Development; Outdoor Education; Phenomenology; New Zealand |
| Abstract | Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people's lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students' enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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