Curriculum at forty below: A phenomenological inquiry of an educator/explorer's experience with adventure learning in the Arctic

Charles Miller, George Veletsianos, Aaron Doering

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Grounded in the theoretical approaches of experiential learning and inquiry-based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real-world issues and pursue answers to their own questions in an authentic, anchor-based environment. In this article we present a theoretical overview of AL, provide a brief summary of recently examined AL impacts in the classroom, and use a phenomenological lens to examine the experience of an educator/explorer who traveled by dogsled over 3000 miles across the Arctic to engage students and teachers from around the world in a truly authentic learning context. We conclude by offering recommendations for teachers who wish to embark on their own unique AL experiences with their students (without necessarily having to travel to the Arctic).

Original languageEnglish (US)
Pages (from-to)253-267
Number of pages15
JournalDistance Education
Volume29
Issue number3
DOIs
StatePublished - Nov 1 2008

Keywords

  • Adventure learning
  • Experiential learning
  • Hybrid online distance education
  • Inquiry-based learning
  • Phenomenological inquiry

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