Keywords

meaningful learning, perceived risk, reflective reconstruction

Abstract

This phenomenological study sought to identify the attributes of meaningful learning experiences as found in an outdoor education program. Thirteen students in the Wilderness Writing Program at Brigham Young University were the sample of this study. Their participation in outdoor recreational activities and their reflections about their experiences were analyzed. Through written journal entries, group discussions, observations, and writing assignments, a qualitative analysis identified attributes that occurred in their meaningful learning experiences. Meaningful learning was defined as a realization of a person's weaknesses, strengths, and potentials. This realization came through experiences with attributes of a degree of perceived risk, which led to a feeling of awkwardness, followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person's view of himself or herself and this was closely tied with feedback from others in the group.

Original Publication Citation

Taniguchi, S., Freeman, P., & Richards, A. L. (2005). Attributes of meaningful learning experiences in an outdoor education program. Journal of Adventure Education and Outdoor Learning, 5(2), 25-38.

Document Type

Peer-Reviewed Article

Publication Date

2007

Publisher

Journal of Adventure Education and Outdoor Learning

Language

English

College

Marriott School of Business

Department

Experience Design and Management

University Standing at Time of Publication

Full Professor

Download

Share

COinS