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Knots in the woods: an assessment of the effects of location on self-directed experiential learning

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Date Issued:
2014
Summary:
My research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed Learning were implemented in the context of an Experiential Learning approach. Experimental covariates included student-specific variables such as background and experience, and environment-specific variables such as temperature, and humidity. AIC model averaging was used to identify the best-fitting mixed GLM models. Neither location, nor pedagogic method, proved to be a significant predictor of the probability that a student would complete the most complex of the procedural learning tasks, and the percent of students completing this task was not significantly higher in outdoor groups than in indoor groups. Neither location nor pedagogic method was a significant predictor of retention of procedural knowledge or engagement with learning materials. The level of voluntary collaboration was higher in outdoor groups than in indoor groups.
Title: Knots in the woods: an assessment of the effects of location on self-directed experiential learning.
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Name(s): Coyle, Jasmine, author
Owen, Dianne, Thesis advisor
Florida Atlantic University, Degree grantor
Charles E. Schmidt College of Science
Center for Environmental Studies
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2014
Date Issued: 2014
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 109 p.
Language(s): English
Summary: My research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed Learning were implemented in the context of an Experiential Learning approach. Experimental covariates included student-specific variables such as background and experience, and environment-specific variables such as temperature, and humidity. AIC model averaging was used to identify the best-fitting mixed GLM models. Neither location, nor pedagogic method, proved to be a significant predictor of the probability that a student would complete the most complex of the procedural learning tasks, and the percent of students completing this task was not significantly higher in outdoor groups than in indoor groups. Neither location nor pedagogic method was a significant predictor of retention of procedural knowledge or engagement with learning materials. The level of voluntary collaboration was higher in outdoor groups than in indoor groups.
Identifier: FA00004095 (IID)
Degree granted: Thesis (M.S.)--Florida Atlantic University, 2014.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Active learning
Education, Higher -- Philosophy
Experiential learning
Group learning in education
Inquiry based learning
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Links: http://purl.flvc.org/fau/fd/FA00004095
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004095
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.