Investigation of a walking-based learning activity, as an alternative to classroom-based workshops: A research poster presentation

Investigation of a walking-based learning activity, as an alternative to a classroom-based workshop.

The study explored the feasibility of conducting a personal development planning class outdoors, rather than in seminar rooms. With the intention of providing final-year business students with a variety of learning activities. The resulting data offers insight into the perceptions and preferences of students. Four methods contribute to the primary data:

In-class survey (64 participants) explored how students preferred to reflect.

Online survey (18 participants) focussed on students’ habits, preferences and perceptions of the method and session content.

Two pilot ‘walk and talks’.

One semi-structured qualitative interview, post-session.

Thematic analysis of qualitative data was conducted. A cross-factor analysis of quantitative data was used to consider intentions to participate and the associated underlying factors. This indicated clear interest in a ‘new’ experience, which was associated with engagement in learning, different perspectives and creativity. Two-thirds of online survey participants voted to take part. Links to aspects of stress management were also made by some participants. Yet, when asked about others’ intentions the feedback was less conclusive. Could this be related to subconscious intention, preference or response bias?

The investigation surfaced feedback on considerations such as timing; weather; other students’ lack of engagement; and some preference for the classroom setting. The enquiry concludes there is sufficient evidence to pilot further, the next step is to access experiential feedback from a larger sample. The information gathered has informed development of learning materials and other essential considerations.

In the more recent context of adaptations related to Covid-19 this merits further investigation.