The adventure learning consists of highly structured physical activity with debrief session that helps promote personal and social development. It is an approach with the future ready curriculum framework that highlights three elements; curriculum structure, learning and teaching delivery and assessment that are constructively aligned to prepare graduates in meeting the challenges of the 21st century. Previous researches showed that future adventure learning projects are recommended to focus on higher education, small and diverse which can yield significant knowledge into adventure learning. Thus, this study aims to develop an adventure-based learning module for learning statistical inference course at diploma level. This article will highlight two activities of adventure learning in the developed module. The experiential learning theory, the inquiry-based learning and the concept of outdoor learning point of views will be explained to shed additional light on the way the activities in adventure learning endeavors are formed and enacted. This study contributes valuable opportunities for higher education, where connecting learners with real-life and relevant explorations may be the links missing to make higher education experiential, authentic, and engaging.
Aliu, J., & Aigbavboa, C. (2019). Upscaling Construction Education: The Role of Construction Site Experiential Learning, In book: Advances in Human Factors in Training, Education, and Learning Sciences DOI: 10.1007/978-3-319-93882-0_45
Anderson-Butcher, D., Riley, A., Amorose, A., Iachini, A., &Wade-Mdivanian, R. (2014). Maximizing Youth Experiences in Community Sport Settings: The Design and Impact of the LiFE Sports Camp. Journal of Sport Management, 28(2), 236-249.
Beard, C. and Wilson, J. (2013). (3nd Ed.). Experiential Learning: A Handbook for Education, Training and Coaching. London: Kogan Page.
Beightol, J., Jevertson, J., Carter, S., Gray, S., & Gass, M. (2012). Adventure Education and Resilience Enhancement. Journal of Experiential Education, 35(2), 307-325.
https://doi.org/10.1177/105382591203500203
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., Rumble, M. (2012). Defining Twenty-First Century Skills. In B. McGaw & E. Care (Eds), Assessment and Teaching of 21st Century Skills (pp 17-.66). New York, NY: Springer.
Bowdridge, M. (2010). Outdoor adventure education in schools: Curriculum or pedagogy? Considerations for teacher preparation and program implementation. (Unpublished doctoral dissertation). Faculty of Education, Simon Fraser University.
Brown, G., Cooper-Thomas, H., Curtin, J., & Dunham, A. H. (2019). Teaching for transformation: The 4E’s of teaching future-ready graduates. Higher Education Research and Development Society of Australasia Annual Conference. Next Generation, Higher Education: challenges, Changes and Opportunities, at Auckland, July 2019.
Buettner, D. (1997). Africatrek: A Journey by Bicycle through Africa. Minneapolis: Lerner Publishing Group.
Buettner, D., & Mason, D. (1996). Maya quest: Interactive expedition. Onion Press
Chapman, O. (2011). Elementary school teachers’ growth in inquiry-based teaching of mathematics. ZDM Mathematics Education, 43, 951?963.
Chew, P. K. H., & Dillon, D. B. (2014). Statistics anxiety update: Refining the construct and recommendations for a new research agenda. Perspectives on Psychological Science, 9 (2), 196–208. doi:10.1177/1745691613518077
Cooley, S. J., Holland, M. J. G., Cumming, J., Novakovic, E. G., & Burns, V. E. (2014). Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course. Higher Education, 67(1), 105–121. http://doi.org/10.1007/s10734-013-9645-5
Colombos, A. (2018). Teaching a Second or a Foreign Language to Middle School Students with ADHD: Modern Greek Taught as in the USA as an Example. Multilingual Academic Journal of Education and Social Sciences, 6(1), 41–51.
Creswell, J. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th Ed.). Upper Saddle River: Pearson.
Dickson, T., Gray, T., & Mann, K. (2008). Australian Outdoor Adventure Activity Benefits Catalogue. http://outdoorcouncil.asn.au/doc/OutdoorActivityBenefitsCatalogueFinal270808.
Doering, A., Scharber, C., Riedel, E., & Miller, C. (2010). “Timber for president”: Adventure learning and motivation. Journal of Interactive Learning Research, 21, 483–513.
Doering, A. (2007). Adventure Learning: Situating Learning in an Authentic Context. Innovate, 3(6). Retrieved from http://publication/uuid/5D308F59-23E1-458A-BB93-
Ford, P. (1986) Outdoor Education:De?nition and Philosophy.Las Cruses, NM: ERIC Clearinghouse on Rural Education and Small Schools.
Fox, P., & Avramidis, E. (2003). An Evaluation of an Outdoor Education Programme for Students with Emotional and Behavioural Difficulties. Emotional and Behavioural Difficulties. 8(4), 267-283.
Gal, I., & Ograjensek, I. (2017). Official Statistics and Statistics Education: Bridging the Gap. Journal of Official Statistics, 33(1), 79 -100. https://www.researchgate.net/publication/313948078_Official_Statistics_and_Statistics_Educa
In-Text Citation: (Tajudin et al, 2019)
To Cite this Article: Tajudin, N. M., Setambah, M. A. B., Hassan, N., Rajak, N. A., & Adnan, M. (2019). Synergizing Mathematical Learning for Future Ready Curriculum using Adventure-Based Learning. International Journal of Academic Research in Progressive Education and Development, 8(4), 778–794.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
