Perceived learning, critical elements and lasting impacts on university-based wilderness educational expeditions

Abstract

This study examined participants’ perceptions of learning, critical elements, and lasting impacts of their wilderness expeditions. Fifty-seven students, who completed a for-credit wilderness canoe expedition between 1993 and 2007 at the Augustana Campus, University of Alberta, participated in the investigation. Perceived learning most commonly related to nature and place appreciation, outdoor skills, group living, and self-awareness. Critical elements for learning were the experiential approach, group living, and nature and place immersion. In terms of lasting impacts of the expedition, perceived learning had changed since the expedition for 88% of students, especially in the areas of self-awareness, group living, and greater appreciation of the experience, due to reflection and the passage of time. Furthermore, the expedition had a lasting impact on students’ personal and professional lives, especially related to life experience, nature appreciation, confidence, and skill development. The findings support the notion that wilderness educational expeditions can provide significant and long-lasting learning (uniquely in the area of nature and place appreciation). Finally, because of the nature of educational expeditions, they lend themselves to the implementation of sound experiential pedagogical practices that promote active, engaged, and relevant learning.

Keywords:

• Perceived learning
• Critical elements
• Lasting impacts
• Wilderness
• Expeditions

Acknowledgements

The authors would like to thank research assistants Erika Heiberg, Amanda Hill, Nhial Tiitmamer Kur and Alana Martinson. Funding came from the Social Sciences and Humanities Research Council of Canada, a University of Alberta McCalla Professorship and a University of Alberta Killam Travel Fund Grant. The authors also thank the students for sharing in many expeditions and for providing data for this study. Finally, the authors thank Dr Simon Beames and Dr Takako Takano for comments and feedback on early versions of this paper.

Additional information

Notes on contributors

Morten Asfeldt

Morten Asfeldt is an Associate Professor of Physical Education (Outdoor Education) and has led educational expeditions for over 25 years. His research interests include place-conscious pedagogy, leadership development, storytelling, and the history of his expedition routes. He is the co-editor of Pike's Portage: Stories of a Distinguished Place (Dundurn, 2010).

Glen Hvenegaard

Glen Hvenegaard is a Professor of Environmental Studies and Geography. His research focuses on the conservation aspects of ecotourism, biogeography, environmental education, and rural sustainability. Within environmental education, he has examined the role, use, and impacts of park interpretation, fieldwork, technology, and innovative methods for children.