Background/Purpose Outdoor education allows students to engage in physical activities and process learning tasks within a novel, open environment unlike any classroom (Lippin, 2000). Past outdoor education/wilderness research has indicated two primary participant outcomes: the development of self-concept and of social skills (Moore & Russell, 2002). The purpose of this study was to explore college students' perceptions regarding lived-positive emotionality (LPE) and inter-personal relationships after taking part in an adventure-based learning (ABL) experience in a wilderness setting.
Method Fifteen first year college students took part in a 3-day wilderness trip to Sequoia National Park. On the trip the students were exposed to ABL (e.g., teambuilding, hiking, camping, and reflection). The IRB approved qualitative study used the Sunday Afternoon Drive debrief model (Sutherland, 2011) to frame the adventure process, and an ABL outcomes model (Stuhr et al., 2012) to theoretically frame the findings. Data from the participants were collected through observations, interviews, and journals. Open and axial coding (Corbin & Strauss, 2008), and constant comparison method (Strauss & Corbin 1984) guided data analysis. Trustworthiness was established through prolonged engagement, member checking, peer debriefing, and negative case analysis.
Analysis/Results The data aligned with the categories of the ABL outcomes model (Stuhr et al., 2012). LPE was expressed as an outcome and the wilderness experience was seen as important way to promote inter-personal connections among the students.
Conclusions The Sunday Afternoon Drive debrief model can guide adventure activities within a wilderness setting, and LPE can be experienced and expressed within a short duration of time.
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