Adventure learning: Educational, social, and technological affordances for collaborative hybrid distance education

Abstract

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. Within hybrid environments, designers habitually attempt to replicate traditional classroom pedagogy resulting in experiences that do not support or afford meaningful collaboration and transformational learning. This paper details the educational, social, and technological affordances for the effective design, implementation, and research of AL environments, providing insights for designers and researchers of hybrid online learning.