Rachel Collins

An examination of wilderness first aid knowledge, self-efficacy, and skill retention

OBJECTIVE The purpose of this study was to examine the retention of wilderness first aid (WFA) knowledge, self-efficacy beliefs, and skills over time in a sample of WFA course participants. METHODS Seventy-two open enrollment (volunteer) WFA course participants were assessed at 4 months, 8 months, or 12 months after training. Changes in WFA knowledge and self-efficacy were assessed by written instruments after the course and at the follow-up interval (4, 8, or 12 months). The WFA skills were assessed by a scored medical scenario at the follow-up interval. RESULTS As the time interval increased, WFA knowledge, self-efficacy, and skill proficiency decreased. The WFA knowledge and self-efficacy beliefs were not highly correlated with skill performance. CONCLUSIONS Without additional training, regular use of the course content, or efforts to refresh thinking on key topics, the ability of WFA students to effectively apply their learning will likely decrease as time from training increases. With respect to these WFA courses, student scores on written tests did not accurately reflect competence in performing practical skills related to a medical scenario. In addition, student self-confidence in the ability to perform such skills did not strongly correlate with actual skills and ability.

Fostering Experiential Self-Regulation through Outdoor Adventure Education.

Learners thrive when they have the capacity to regulate interest and goal direction. Through direct experiences that are interesting and goal-relevant, learners can internalize and better understand their own agency in the learning process. This article further examines this premise in an outdoor adventure education (OAE) context through two interrelated studies. The aim of the first study was to investigate the potential of OAE to afford more frequent experiences that are interesting and goal-relevant. The aim of the second study was to build on the findings from the first study and determine if exposure to OAE programs might lead to more self-directed learning. The results partially support the premise that OAE can foster experiential self-regulation.

Developing Ill-Structured Problem-Solving Skills through Wilderness Education.

In a society that is becoming more dynamic, complex, and diverse, the ability to solve ill-structured problems (ISPs) has become an increasingly critical skill. Students who enter adult roles with the cognitive skills to address ISPs will be better able to assume roles in the emerging economies. Opportunities to develop and practice these skills are limited in the traditional schooling structures. In contrast, wilderness education is one environment that provides students opportunities to engage with the critical elements that aid in the development of these cognitive skills. The purpose of this study was to measure the effects of wilderness education on students’ ability to solve ISPs when compared with peers in a traditional classroom setting. Results of this study suggested that students who were engaged in a wilderness education setting showed significant gains in their ISP skills when compared with their peers.

The Role and Importance of Program Quality in Outdoor Adventure Programs for Youth: Examining Program Quality Indicators as Predictors of Outcome Achievement among NOLS Participants

Abstact: Youth outdoor and adventure programs are increasingly being expected to provide evidence that their programs are effective in achieving outcomes. While this is an important goal, participant outcomes are difficult to program for as they are influenced by many variables including the active role of the participant, the leader, the social and physical environments, and a myriad of contextual variables. However, program quality manifests at the point of service, and thus remains malleable by the program. Results of this study highlight the importance of program quality indicators on participant development and more specifically, which elements of program quality are most predictive of program outcomes.

Supporting Self-Regulated Learning Processes in Adolescents: An Examination of Teaching Methods Used on Outdoor Adventure Expeditions

Self-regulation (SR) is essential to the healthy development of youth (Dahl, & Conway, 2009; Gestsdottir & Lerner, 2007) and is a key factor in their academic achievement, motivation, and lifelong learning (Dignath, Buettner & Langfeldt, 2008). Self-regulated learners are those individuals who intentionally and adaptively direct their emotions, cognitions, and behaviors, by planning, monitoring, and evaluating their efforts to reach self-determined goals. Self-regulation presents a substantial challenge for many adolescents, as they are experiencing significant changes in their neural and cognitive development that affect how SR strategies are processed and employed (Steinberg, 2005). As a result, many adolescents choose maladaptive SR strategies resulting in decreased learning motivation (Cleary, Zimmerman, & Keating 2006).

Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education.

To be effective as experiential educators, we need to understand the developmental characteristics of our students so that we can tailor our programs to their capabilities. Often, our primary population consists of teens or college students. Recognizing that learning is a primary objective of experiential education programs, we can specifically enhance our effectiveness by understanding our students’ intellectual processes.