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Group writing, reflection, and discovery: A model for enhancing learning on wilderness educational expeditions.

  • Author(s) / Creator(s)
  • Background: Understanding strategies for enhancing learning is central to developing effective teaching practices. Students’ perceptions of these practices are critical for deepening this understanding. Purpose: To investigate students’ perceptions of a group journal activity (GJA) on learning enhancement and to present a model that illustrates the reflective-learning process of the GJA. Methodology/Approach: Three questionnaires (pre, post, and two-months after) were distributed to 22 expedition participants in 2013 and 2015. Responses were analyzed to identify the learning benefits of the GJA and grounded theory was used to develop the process model. Findings/Conclusions: A positive relationship exists between students’ participating in the GJA and self-reported perception of learning. Students report the GJA as having similar benefits as traditional personal journal-writing with the added benefits of promoting learning from others’ perspectives, enhancing understanding of others, promoting reflective communication skills, and providing a tangible record of experience which enables continued reflection and learning. A process model illustrates the recursive cycle of writing, sharing, and discovery that the GJA enables. Implications: This research presents the GJA as an uncommon form of journaling in outdoor education and demonstrates the GJA’s potential for enhancing learning. The model outlines the effective use of the GJA.

  • Date created
    2018-09-01
  • Subjects / Keywords
  • Type of Item
    Article (Draft / Submitted)
  • DOI
    https://doi.org/10.7939/r3-y5f9-4029
  • License
    Attribution-NonCommercial 4.0 International
  • Language
  • Citation for previous publication
    • Moore, S. E., Hvenegaard, G. T., & Wesselius, J. C. (2018). The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics. Higher Education: The International Journal of Higher Education Research, 76(5), 771. https://doi-org.login.ezproxy.library.ualberta.ca/10.1007/s10734-018-0240-7