ERIC Number: EJ1423134
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1472-9679
EISSN: EISSN-1754-0402
Hybridizing Outdoor Adventure Education and Cooperative Learning in Physical Education. Students and Teachers' Views
Journal of Adventure Education and Outdoor Learning, v24 n2 p159-174 2024
The goal of the study was to assess the effects of two instructional frameworks (Cooperative Learning/Outdoor Adventure Education hybridization and Direct Instruction) on students' motivation and disruptive behaviours and explore students and teachers' views on hybridization. The participants were 170 high school students randomly distributed into an Experimental (hybridization) and a Comparison Group, and their two teachers. A quasi-experimental study and a mixed quantitative-qualitative approach were followed. Those who experienced the hybridization showed significantly higher intrinsic motivation and lower disruptive behaviours. The analysis of teachers and students' responses produced four positive themes (enjoyment, autonomy, novelty, motivation), one negative (workload), and other mixing different feelings (uncertainty, relatedness, learning). Orienteering lessons were found capable of impacting positively on students. All students felt fully integrated into the class, promoting both models (Adventure Education and Cooperative Learning) and the content implemented (Orienteering) a shift in social hierarchies and equality among boys and girls.
Descriptors: Outdoor Education, Adventure Education, Cooperative Learning, Blended Learning, Direct Instruction, Student Motivation, Student Behavior, Behavior Problems, Student Attitudes, Teacher Attitudes, High Schools, Physical Education Teachers, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A