DOI
10.1080/00958964.2011.581313

Summary
This study is concerned with outdoor adventure education (OAE) and the application of Transformative Learning Theory (TLT). A qualitative study on student experiences in OAE was conducted gaining data on what student perceived as beneficial and significant in the course. D’Amato & Krasny begin by detailing the background information on environmental and outdoor education, and the various programmes available. They then describe transformative learning. It is described here as “transformative learning occurs when we can no longer interpret our current experience in terms of our old assumptions, and our cognitive system then search for ways to recognise until new constructs are discovered that make the novel and confusing perceptions intelligible. As a result of such disconnect between constructs and experience, “living systems adapt by transforming themselves, and learning occurs” “.

Three types of interviews were used to collect data in this study: Retrospective interviews (7) – conducted on participants who were 1-5 years after completion of the course. Pre-post interviews (10) – participants interviewed directly before and after courses. Reflective interviews (4) – participants interviews directly after an outward bound (OB) kayaking course. The data analysis and interpretation is described here after.

Four main themes emerged in their findings as important aspects of the course and as elements that enhanced personal transformations and changes in behaviour.

Living in pristine nature
Experiencing a different lifestyle
Being part of the course community
Dealing with the intensity and challenges of the course




As well as the list above there are various elements OAE participants stated were significant about the course in table 2. These elements are discussed following this table.




All 23 interviewees mentioned the significance of being in a tight-knit, supportive community – helping individuals take on challenges, set the bar high for environmental behaviour and facilitated learning in the outdoors.




They reference Mezirow (2000) and the elements of transformative learning being: “disorientating dilemma, critical self-reflection, social interactions, planning for action, and building competence and self-confidence in new roles and relationships as a result of taking action.”

Relevance for Complex Systems Knowledge
This study is relevant to the community development topic. It discusses and reports on the effectiveness of creating a community atmosphere for learning. However, it does not divulge any particular emphasis on the development of community but rather highlights the positive perceptions that students had for being part of the course community during OAE.

In essence it does not offer any value for reimagining teaching at HEI or contribution to complex systems knowledge.

Point of Strength
There are no particular stand out strong points in this study with regard to COSY objectives.