How to Raise the Standards of Outdoor Learning and Its Research

Abstract

Abstract: The review summarised here found that there is no comprehensive or regular (repeated) survey of the scale of outdoor learning in the UK. There are some studies of specific outdoor learning activities (e.g., of particular types, or in particular parts of the UK). In these, some authors express concern about barriers to delivering outdoor learning and a reduction in outdoor learning. With respect to the current research base, the review revealed that the quality of research methodology and design is overall rather limited. The studies analysed for the review provide extensive evidence of the effects of outdoor learning. However, the effect sizes of outdoor learning are mostly small to moderate. Most robust effects found are non-educational outcomes such as attitudes, skills and relationship to nature. Educational attainment is seriously under-researched, so there is a mismatch between research topics and the pressure for schools to reach educational outcomes. Longer programmes seem more effective and strong benefits are associated with well-designed preparatory and follow-up work. Practitioners mostly lack a mental model or theory of change for their educational intervention, which severely limits what can be reasonably said about its impact. Recommendations therefore include for practitioners to develop theories of change, for researchers to create a system to regularly capture high quality baseline data and for all actors concerned to prioritise important research topics and develop an open access culture.