The Learning and Transfer of Prosocial Behavior in Adventure Education: Effects of a Treatment Curriculum

Authors

  • Nate Furman Green Mountain College
  • Jim Sibthorp University of Utah

Abstract

The issue of learning transfer is of prime importance to adventure education programs (Gass, 1999). These programs are designed to promote a variety of personal development outcomes for participants, and a substantial amount of research has validated these outcomes (e.g., Hattie, Marsh, Neill, & Richards, 1997). However, in order for students to use the learning gained during their course, they must transfer the learning from a backcountry setting to their life post-course.

Broadly speaking, learning  transfer  describes  how  learning achieved in one context can be applied in another context  (Santrock, 2001). Literature suggests that three main influences of transfer are characteristics of (a) the student, (b) the training program, and (c) the transfer environment (Baldwin & Ford, 1988). Within each of these influences, there exist a number of specific mechanisms that may affect transfer. Key mechanisms include reflection activities, framing discourse in transfer-positive ways, goal setting, and using an action-plan to set goals for application (Burke & Hutchins, 2007; Cyboran, 2005; Gass, 1999; Foxon, 1994).

Expedition behavior (EB) is a learning outcome used in many adventure programs such as the National Outdoor Leadership School (NOLS). EB has been defined as a concern for others, coupled with the willingness to demonstrate this concern (Petzoldt, 1984). This construction of expedition behavior bears a strong resemblance to the construct of prosocial behavior (PSB). Prosocial behaviors are described as behaviors that are primarily aimed at benefiting others (Eisenberg & Fabes,1998; Staub, 1978). These behaviors can be described as sharing, comforting others, donating goods, and helping (Carlo et al., 2007).

This purpose of this study is to measure the effects of a treatment curriculum on the learning transfer of prosocial skills following a twoweek long program with NOLS. The treatment curriculum incorporates a number of interventions that are designed to increase transfer, including: (a) a pre-course goal setting worksheet; (b) an intentionally framed positive learning environment discussion; (c) a case-study analysis; (d) creation of an action plan; (e) a journaling exercise;  and  (f)  a  letter home to parents. These interventions may be able to foster transfer of learning.

Downloads

Issue

Vol. 2 No. 2 (2010): Special Issue: 2009 AORE and 2010 OLRS Research Symposium Abstracts

Section

AORE Research Symposium Abstracts

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

Journal Publishing Copyright Agreement for Authors

PLEASE REVIEW OUR POLICIES AND THE PUBLISHING AGREEMENT, AND INDICATE YOUR ACCEPTANCE OF THE TERMS BY CHECKING THE ‘AGREE TO THE TERMS OF THIS COPYRIGHT NOTICE’ CHECKBOX BELOW.

I understand that by submitting an article to Journal of Outdoor Recreation, Education, and Leadership, I am granting the copyright to the article submitted for consideration for publication in Journal of Outdoor Recreation, Education, and Leadership to the Copyright Owner. If after consideration of the Editor of the Journal of Outdoor Recreation, Education, and Leadership, the article is not accepted for publication, all copyright covered under this agreement will be automatically returned to the Author(s).

THE PUBLISHING AGREEMENT

Assignment of Copyright

I hereby assign to the Copyright Owner the copyright in the manuscript I am submitting in this online procedure and any tables, illustrations or other material submitted for publication as part of the manuscript in all forms and media (whether now known or later developed), throughout the world, in all languages, for the full term of copyright, effective when the article is accepted for publication.

Reversion of Rights

Articles may sometimes be accepted for publication but later be rejected in the publication process, even in some cases after public posting in “Articles in Press” form, in which case all rights will revert to the Author.

Retention of Rights for Scholarly Purposes

I understand that I retain or am hereby granted the Retained Rights. The Retained Rights include the right to use the Preprint, Accepted Manuscript, and the Published Journal Article for Personal Use and Internal Institutional Use.

All journal material is under a 12 month embargo. Authors who would like to have their articles available as open access should contact Sagamore-Venture for further information.

In the case of the Accepted Manuscript and the Published Journal Article, the Retained Rights exclude Commercial Use, other than use by the author in a subsequent compilation of the author’s works or to extend the Article to book length form or re-use by the author of portions or excerpts in other works.

Published Journal Article: the author may share a link to the formal publication through the relevant DOI.

Author Representations

  • The Article I have submitted to the journal for review is original, has been written by the stated author(s) and has not been published elsewhere.
  • The Article was not submitted for review to another journal while under review by this journal and will not be submitted to any other journal.
  • The Article contains no libelous or other unlawful statements and does not contain any materials that violate any personal or proprietary rights of any other person or entity.
  • I have obtained written permission from copyright owners for any excerpts from copyrighted works that are included and have credited the sources in the Article.
  • If the Article was prepared jointly with other authors, I have informed the co-author(s) of the terms of this Journal Publishing Agreement and that I am signing on their behalf as their agent, and I am authorized to do so.