Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Nancy F. Gadbow
Committee Member
James A. Pietrovito
Committee Member
Larry N. McCarthy
Keywords
accountability, adult learners, adult learning, adventure-based programs, adventure-based training, adventure education, adventure educator curricula, adventure experiences, adventure movement, attitudes, common sense, data analysis, descriptive analysis, development methodology, effectiveness, evaluation, evaluation methodology, experiential learning, facilitators, formative committees, goals, group processing, history, interviews, learning needs, literature review, needs assessment, objectives, observation, organizational leadership, organizations, outcomes, participants, peak experience, perceptions, planners, problem-solving methodologies, program documents, program evaluation, program improvement, program planning, program providers, program stakeholders, program validity, research methodology, review, survey research, surveys, systematic evaluation, training programs
Abstract
The nature of the problem was a lack of data supporting the validity of the adventure education movement; it was not known whether various adventure-based programs and experiences are teaching what they claim to be teaching. The purpose of the project was to evaluate the effectiveness of adventure-based training programs for adult learners. The study addressed several research questions. First, "Are existing adventure-based training programs utilizing adult learning principles?" Second, "Are existing adventure-based training programs 3 for adult learners effective in meeting the learning needs of program participants?" Third, "What are the goals of adventure-based training programs, and are those goals being met?" Fourth, "What is an appropriate methodology for evaluating adventure-based programs for adults?"
Completion of this study required the use of research, development, and evaluation problem-solving methodologies. Research methodology was used for gathering the information needed to identify characteristics of adult learners and adult learning principles that are relevant to adventure-based training programs, and to determine the expected outcomes of adventure based training programs. Survey research methodology techniques were used to survey adventure-based program participants in order to explore attitudes and perceptions of adult learners about themselves as learners in the adventure setting, and the effectiveness of the program in which they participated. Interviews were used to explore program planners' and participant leaders' perceptions of the goals and expected outcomes, as well as the effectiveness, of adventure programs. Development problem-solving methodology was used to create the evaluation study. Evaluation problem-solving methodology was used to analyze the data and conduct the overall study.
A number of procedures were followed in the conduct of this applied dissertation project. These procedures include a review of the literature, review of program documents, survey of program participants, interviews with program planners and participant leaders, and observation of programs. The literature review explored adventure-based training programs, the history and emergence of adventure education, facilitation and processing of adventure experiences, adult learning, experiential learning, and approaches to program evaluation.
Descriptive analysis was used to analyze the data collected. The analysis and synthesis of the data responded to the research questions described and are the result of the application of the findings, the literature review, and the guidance and review of the formative and summative committees. It was concluded that the adventure-based training programs generally address the characteristics and needs of adult learners, more as a result of common sense than by design; the goals of the participants and organizations were generally met even though a lack of alignment between the programmers' and participants' objectives was evident; and the programs and facilitators were rated highly by the participants, possibly due to the "peak experience" phenomenon.
Several recommendations are made regarding systematic evaluation of adventure-based training programs for adult learners, including informing adventure program providers, planners, and facilitators about the principles of adult learning and their application in adventure-based training, and basing adventure-based training for adults on these principles; regular and systematic evaluation of programs, incorporating needs assessment, and program goal identification involving all program stakeholders and participants; collection, maintenance, and analysis of program evaluation data for purposes of program improvement and accountability, and communication of the results of evaluations with organizational leadership and program participants; and the provision of adventure educator curricula that includes adventure programmer and facilitator training in adventure education, experiential learning, adult learning, needs assessment, program planning and facilitation, group processing, and program evaluation.