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Adventure Learning: Educational, Social, and Technological Affordances for Collaborative Hybrid Distance Education
ARTICLE

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Quarterly Review of Distance Education Volume 9, Number 3, ISSN 1528-3518

Abstract

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. Within hybrid environments, designers habitually attempt to replicate traditional classroom pedagogy resulting in experiences that do not support or afford meaningful collaboration and transformational learning. This article details the educational, social, and technological affordances for the effective design, implementation, and research of AL environments, providing insights for designers and researchers of hybrid online learning. (Contains 5 figures.)

Citation

Doering, A., Miller, C. & Veletsianos, G. (2008). Adventure Learning: Educational, Social, and Technological Affordances for Collaborative Hybrid Distance Education. Quarterly Review of Distance Education, 9(3), 249-265. Retrieved April 20, 2019 from .

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Cited By

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  3. Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

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  5. Designing for Learning Engagement in Remote Communities: Narratives from North of Sixty / Concevoir pour favoriser la participation active à l’apprentissage dans les communautés éloignées : récits d’Au nord du soixantième parallèle

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  6. Earthducation: Employing Video Narratives to Track the Intersections between Education and Sustainability in Climate Hotspots Worldwide

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  7. Using the Adventure Learning Framework to Design for Engagement and Community Building

    Jeni Henrickson, University of Minnesota, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2502–2509

  8. My Great State: Using the Adventure Learning Framework and Participatory Media to Build Community while Bridging Informal and Formal Learning

    Jeni Henrickson & Suzan Koseoglu, University of Minnesota, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1648–1653

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