The Contribution Transport Time Makes to Outdoor Programs: A Third Place?

Autor/inn/en	North, Chris; Beames, Simon; Stanton, Toby; Chan, Bacon
Titel	The Contribution Transport Time Makes to Outdoor Programs: A Third Place?
Quelle	In: Journal of Experiential Education, 45 (2022) 2, S.191-208 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (North, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259211019087
Schlagwörter	Foreign Countries; Outdoor Education; Teacher Attitudes; Field Trips; Transportation; Time; Leisure Time; Educational Benefits; New Zealand; Australia; United Kingdom (Scotland); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Lehrerverhalten; Exkursion; Verkehrswesen; Zeit; Freizeit; Bildungsertrag; Neuseeland; Australien; Hongkong
Abstract	Background: During transport to and from outdoor education field trips, students experience a period of togetherness and minimal imposed structure. Transport time also appears to align with Oldenburg's third places, where people spend time together without a particular agenda. Purpose: To examine educators' perspectives on the contribution that transport time makes to OE programs through an analysis featuring the characteristics of third places. Methodology/Approach: The perspectives of 16 outdoor educators (four each from New Zealand, Australia, Hong Kong, and Scotland) were gathered using a semi-structured interview protocol. Data were analyzed using a deductive process based on the third place characteristics; four unforeseen themes also emerged. Findings/Conclusions: Findings highlighted the centrality of conversation between students and between students and educators; the low profile of transport time; and a sense of excitement and fun. Students controlled the intensity of their "presence" through the use of devices (where allowed) and by selecting their sitting position in the vehicle. Implications: The findings show that transport time allowed students to have a broad variety of conversations that could be variously silly and fun, deep and introspective. Educators are encouraged to more carefully consider the contribution that transport time makes to their programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01