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Adventure learning is a hybrid distance education approach pioneered at St. Thomas University in the 1990s and defined in 2006 by Aaron Doering of the University of Minnesota. History [ edit ]
Exemplary situation – a workshop, the Tertiary Education Union (TEU) Annual Conference in Wellington, New Zealand in 2012. Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained educating activities in order to gain new knowledge, skills, attitudes, or values. [1]
Adventure education is the promotion of learning through adventure centered experiences. Adventure centered experiences can include a wide variety of activities, due to the different ways people experience adventure. Outdoor sports, challenge courses, races, and even indoor activities can be used in adventure education.
An adult learner—or, more commonly, a mature student or mature-age student—is a person who is older and is involved in forms of learning. Adult learners fall in a specific criterion of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one. [1]
The English Outdoor Council, an umbrella body, defines outdoor education as a way for students and teachers to be fully engaged in a lesson, all the while embracing the outdoors. The EOC deems outdoor education as "providing depth to the curriculum and makes an important contribution to students' physical, personal and social education.".
Through its branch network, workshops, national conferences and publications NATECLA shares information, expertise, comment and good practice with its members, most of whom are involved in the education and training of adults whose first language is not English. Typically members are teachers, tutors, trainers, lecturers, teacher trainers ...
Outdoor education uses organized learning activities that occur in the outdoors, and uses environmental experiences as a learning tool. [21] Adventure education may use the philosophy of experiential education in developing team and group skills in both students and adults. [22] Initially, groups work to solve problems.
Experiential learning can occur without a teacher and relates solely to the meaning-making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements. [6]
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