Abstract
The aim of this study is to determine the effectiveness of a curriculum developed for prospective physical education teachers to learn an outdoor sports course, using both the school-based outdoor education approach and online learning. The research design involved a mixed method that used both qualitative and quantitative approaches. Since qualitative data were collected in order to support quantitative data, the researchers applied a sequential–descriptive pattern of mixed methods. As a result of the research, the achievement of the outdoor sports lesson and the ability of doing outdoor sports were improved among prospective teachers using both the school-based outdoor education and online learning physical education approaches. The prospective teachers stated that they learned the subjects better by doing, and that they were more motivated to improve their subsequent performance after watching the recorded activities and performances on the learning management system. The prospective teachers generally expressed the positive opinion that the course was helpful for passing the final exam or other evaluations, and that the teaching activities were motivational.
Highlights
Learning is known as a very common process that starts from birth and can last until the end of life
The findings revealed that prospective physical education teachers were more successful and had improved skills in outdoor sports in both the school-based school-based outdoor education approach (SBOEA) and the online learning experimental group
According to the views of the students, the educational needs of prospective physical education teachers were determined in the outdoor sports course
Summary
Learning is known as a very common process that starts from birth and can last until the end of life. Enrichment and diversification of these learning styles are of great importance in terms of achieving gains. In this context, in addition to formal education, it is natural for the individual to learn through regular activities that are conducted outside of the school, as a different type of learning. Outdoor learning arguably first began at the Broadoaks Schools in the United States based on the idea that “nature itself should be employed in classes as a laboratory”. This idea was introduced to the California State educational program in 1912 and emerged as the world’s first outdoor learning and teaching program [6]
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