LEARNING OUTSIDE THE CLASSROOM

Learning outside the Classroom

Learning outside the Classroom

Introduction

Outdoor education has gain greater attention in the UK with the launch of the Learning Outside the Classroom Manifesto (DfES, 2006). Evidently, the success of such a manifesto mainly relies on how well it is executed at a local level by schools and teachers. However, lack of confidence and competence of the teacher seems to be key factors in the degree of supply of outdoor learning in schools. In addition, one of the main conclusions that emerged from the study of the extent and nature of training in public education are offered in various types of initial teacher training (ITT) courses that some teachers can not be effectively prepared education beyond the classroom, where there was a minimum expectation for learning in the process of learning outside the classroom in ITT courses, this requirement is usually associated with the acquisition of theory and understanding of this type of training, not experience.

Discussion

Recent government policy supports the development of outdoor learning (DfES, 2005) and a creative approach to teaching and learning. For example, continuous professional development materials related to the excellence and enjoyment (DfES, 2004) underline some approaches to the development of locally determined learning environment with a clear understanding that the adaptation of learning contexts, the interests of the people who facilitate the process learning. Clear thoughts on the basic principles it is important to understand how the pedagogical practices in these areas can be developed.

Furthermore, the advent of new technologies of information and communication technologies (ICT) has substantially changed the social structure, imposing new ways to interact and engage in virtually all areas of life. Education, of course, has not remained untouched by these changes, on the contrary, the tendency to apply ICT in education has been significantly strengthened and digital literacy has emerged as an essential need in these times. Unlike classroom instruction, which offers the benefit of guidance and supervision, out-of-classroom language learning beyond homework and study of class materials entails at least some resourcefulness on the part of the learner to initiate and participate in an activity.

Amuzie and Winke (2009) found that learners often recognize the need to take the initiative and create learning opportunities for themselves. Ushioda (2009) argued that motivation to undertake language learning, specifically with regard to out-of-classroom efforts, must emanate from the learner, driven by learners' own personal needs, goals, and interests. Further it has been found that most participants accepted responsibility for their own learning and actively sought to find ways to acquire English on their own. Learners often come to the realization that their progress in the language is in their hands and that they have a role to play in when studying abroad.

Experience "the world outside the classroom" (DfES, 2005, p. 9) is now considered important for two major projects of the Government in the UK, Every Child Matters (2003) and Youth Affairs (2006), which focus primarily on improving the welfare of ...