Gaining a better understanding of how Outward Bound Western Canada course outcomes are achieved : a research study /
Why this work is in the frame
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Bibliographic record
Abstract
This study examined how Outward Bound Western Canada (OBWC) course \noutcomes are achieved by exploring the relationships among course components, \nstudents' characteristics, and course outcomes. OBWC is a wilderness-based \nadventure education organization that helps students achieve outcomes such as \nincreased self-awareness, self-confidence, motivation, interpersonal skills, concern for \nothers, and concern for the environment. This study explored the ways in which the \nvarious components of courses and the characteristics of students contribute to \ndetermining the outcomes students experience as a result of their courses. The purpose \nof the study was to gain a better understanding of how OBWC course outcomes are \nachieved in order to strengthen adventure education theory, enhance practice at \nOBWC and other adventure education organizations, and provide a foundation for \nfurther research on this topic. \nAs an interpretive case study, this study sought to describe how OBWC course \noutcomes are achieved and to provide interpretations of the research findings. Data \nwas gathered from OBWC students and instructors using the quantitative and \nqualitative data collection techniques of questionnaire, interview, and observation. \nData collected from 98 participants ensured a considerable breadth to the study, while \ninterviews with a number of participants also enabled the collection of in-depth data. \nAnalysis and triangulation of the data from the various sources allowed discernment of \nthe research findings. \nA comprehensive and detailed picture of how course outcomes are achieved \nemerged from the findings. Twenty-nine course components were found to influence course outcomes, including various aspects of course activities, the physical \nenvironment, instructors, and the group. The findings indicated that certain course \ncomponents were most influential in determining increases to students' self-awareness, \nself-confidence, self-reliance, self-esteem, self-concept, motivation, self-responsibility, \ninterpersonal skills, concern for others, and concern for the environment. A number of \ncourse components were found to indirectly contribute to positive course outcomes by \nhelping maximize the effectiveness of other components, by increasing students' \nmotivation while on course, or by facilitating the processing and transference of new \ninformation. The findings also suggested that several course components either \ndirectly or indirectly affected course outcomes in negative ways. In addition, the \ngender, age, population, and expectations of students were found to play a role in \ndetermining the course outcomes they experienced and in determining which course \ncomponents caused those outcomes. \nInterpretation of the findings resulted in the generation of research-based \ntheory. The main theoretical argument derived from the results of the study was that \ncourse outcomes are influenced by a combination of course components and \ncharacteristics of students. More specifically, the theory generated by the study \nindicated that five groupings of factors contribute to course outcomes, including \ncourse activities, the physical environment, instructors, the group, and students' \ncharacteristics. The study was considered in relation to existing adventure education \nliterature and larger theoretical issues. The generated theory and research findings \nwere then used to develop suggestions for improving practice at OBWC and other \nadventure education organizations, as well as for enhancing future research studies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it