This study explores the impact of outdoor learning activities on first-year Human Geography and Spatial Planning students’ engagement and understanding of geographical concepts. By analyzing students’ reflections on participating in outdoor audio-walk discussions, the research investigates the effectiveness of integrating outdoor experiences into the curriculum and suggests that preceding plenary lectures with outdoor activities may enhance student interest and enjoyment in the course.

Background information

First year students Human Geography and Spatial Planning need to get a clear picture of different geographical concepts, perspectives and disciplines. How can we build this clear picture and get students engaged with geographical perspectives? Engagement can be stimulated when learning is linked to student experiences. Outdoor experiences may influence students’ learning process and its underlying domains: cognitive (knowledge and skills), affective (emotional
values) and conative (motivational) (Scott, Humphries & Henri 2019). Especially for first year students, motivational aspects are crucial to their study behavior and subsequent study progress. Outdoor learning activities can be applied in both a deductive approach (with theory preceding experience) and an inductive approach (where experience comes first – Shemwell, Chase & Schwartz 2014). Furthermore, interaction with peers can lead to interpretation, evaluation,
reflection, and discussion (Simm & Marvell 2015), so that students may better engage in the outdoor experience and benefit more from it.

Aims

We aim to understand how students perceive their learning from an outdoor learning activity. Our research question is: How do students experience and report on learning from discussing an outdoor audio-walk on different geographical disciplines, and does the sequence in the course matter? We analyze students’ reports on knowing about perspectives, understanding, and motivation.

Project description

In a randomized-control trial setting with interventions in the form of assignments in different phases of the course, we analyze the reflections of students who in small groups discuss their interpretations of short audio recordings at five fixed spots on a walking tour at Utrecht Science Park. These audio recordings describe geographical and spatial planning issues from four different disciplinary angles: an urban geography, a spatial planning, an economic geography,
and a cultural geography standpoint. In walking groups of four students, every student listens to one particular ‘voice’, and is asked to discuss and evaluate this within their group. Afterwards students write two short reflections: one individual, and one as a four-person group.

Results and conclusion

Students positively experienced learning from discussing an outdoor audio-walk on different geographical disciplines. They reported that their knowledge increased, although the interaction with peers (i.e., in the group) did not contribute here, in their opinion. The audio-walk stimulated students’ perceived insight and understanding, and their motivation. Furthermore, students liked the group discussion about different perspectives. Regarding the sequence of
the audio-walk in the course, students walking before plenary lectures reported better understanding of purpose and perspectives, and more fun than students walking after the lectures, but differences are small.

The findings suggest that outdoor activities can stimulate students’ knowledge, understanding and insight on different geographical perspectives, and motivation. However, for learning plenary lectures on perspectives remain necessary and the sequence of an outdoor activity in the course hardly matters to student learning. In order to increase students’ course interest and a fun experience it is recommended to let an outdoor activity precede plenary lectures on
the subject.

References

• Scott, G.W., Humphries, S. & Henri, D.C. (2019). Expectation, motivation, engagement and ownership:
  using student reflections in the conative and affective domains to enhance residential field
  courses. Journal of Geography in Higher Education, 43(1), 280- 298. https://doi-org.proxy.library.uu.
  nl/10.1080/03098265.2019.1608516
• Shemwell, J. T., Chase, C. C., & Schwartz, D. L. (2015). Seeking the general explanation: A test of inductive activities for learning and transfer. Journal of Research in Science Teaching, 52(1), 58–83.
• Simm, D., & Marvell, A. (2015). Gaining a “sense of place”: Students’ affective experiences of place leading
  to transformative learning on international fieldwork. Journal of Geography in Higher Education, 39(4), 595-
  616.