Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

Abstract

This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student feedback to improve teaching in subsequent courses. Instructors had the opportunity to share their experiences, thereby solidifying their learning and validating their practices. The triangulation of quantitative and qualitative data yielded a descriptive model of the reflective process, featuring multiple channels for repeated, systematic feedback to promote continuous reflection. Creating group opportunities for adventure educators to share their teaching experiences is recommended to facilitate instructional improvement, boost staff morale, and instill a sense of professionalism.