A Review of Adventure Learning

Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquirybased education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach. The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach. Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a) small and (b) diverse can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective. Background to the Study Researchers and practitioners have often sought to engage learners in authentic and experiential learning in an attempt to connect the activities that occur in the classroom with learners’ lives beyond the classroom walls. Herrington, Oliver, and Reeves (2006) argue that successful distance education depends on relevant and authentic tasks. One creative and promising way to engage learners in such activities, therefore, has been through the development of educational programs