Abstract
There is paucity of knowledge regarding learning outcomes from outdoor leadership training courses. The aim of this pilot study was to examine progress in perceived leadership skills after a six-month outdoor education course, and to examine the effect of systematic feedback from fellow students. Seventeen students were randomized into intervention and control groups and participated in six outdoor excursions during which they took leader roles. The intervention consisted of systematic use of feedback from fellow students. To assess the progress in students’ perceived outdoor leadership skills, the students answered a questionnaire covering four categories of leadership both before and after the course. Significant progress in perceived outdoor leadership was found for all students after the six-month course. Systematic feedback from fellow students did not seem to enhance students’ perceived outdoor leadership skills. The reasons could be that the feedback was not given in the actual situations or that the student feedback was not valued. Feedback from teachers and from nature (self-experience) were found to be important for strengthening perceived leadership skills.
Highlights
One of the primary aims of outdoor education courses in higher education is to create competent outdoor leaders (Martin et al, 2006, p. ix; Priest & Gass, 2018, p. 10)
Friluftsliv is very popular in Norway and there are numerous programs available that teach outdoor leadership skills geared towards guiding people in friluftsliv experiences
A significant improvement of 23–40% in perceived competency in the four outdoor leadership behaviours was found both in the intervention and the control group (Table 3)
Summary
One of the primary aims of outdoor education courses in higher education is to create competent outdoor leaders (Martin et al, 2006, p. ix; Priest & Gass, 2018, p. 10). Examining students’ perception of their outdoor leadership skills can be one way to assess progress towards competence in outdoor leadership. Learning leadership in outdoor education has been the educational philosophy and pedagogical approach in outdoor education programs internationally for decades 41) underline the importance of solving problems by reflecting on experiences in real situations, and by developing new knowledge and competence as a result of that reflection. Friluftsliv is very popular in Norway and there are numerous programs available that teach outdoor leadership skills geared towards guiding people in friluftsliv experiences. There are limited studies examining the effectiveness of such programs 108), and no studies describing the perceived progression in outdoor leadership skills have been found There are limited studies examining the effectiveness of such programs (Enoksen & Lynch, 2018;Vikene et al, 2019, p. 108), and no studies describing the perceived progression in outdoor leadership skills have been found
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