Implementation of Distance Outdoor Education in Pre-Service Teacher Education by Using Mobile Interaction
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| Title: | Implementation of Distance Outdoor Education in Pre-Service Teacher Education by Using Mobile Interaction |
|---|---|
| Language: | English |
| Authors: | Arja Kaasinen (ORCID |
| Source: | Environmental Education Research. 2026 32(1):211-231. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Outdoor Education, Distance Education, Preservice Teacher Education, Telecommunications, Handheld Devices, Plants (Botany), Environmental Education, Biology, Teacher Educators, Program Effectiveness, Foreign Countries |
| Geographic Terms: | Finland (Helsinki) |
| DOI: | 10.1080/13504622.2025.2512969 |
| ISSN: | 1350-4622 1469-5871 |
| Abstract: | Implementing outdoor education and plant species identification in environmental education and biology teaching is considered challenging by teachers, and even more challenging when face-to-face teaching is not possible. This study investigates how pre-service teachers' outdoor education, particularly species identification, can be supported in a distance learning setting, where pre-service teachers and teacher educators used a mobile messaging application for interaction. Altogether, 74 pre-service teachers and two teacher educators participated in the study. Data from mobile messages and questionnaires was used to investigate their use of and experiences with mobile interaction. The findings reveal that mobile interaction enhanced the distant outdoor learning experience in three important ways: (a) by providing timely pedagogical support for species identification, (b) by strengthening a sense of community, even when working independently, and (c) by allowing individual experiential learning and observation of nature at one's own pace. The findings have implications for the provision of outdoor education in distance teaching settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503235 |
| Database: | ERIC |
| Abstract: | Implementing outdoor education and plant species identification in environmental education and biology teaching is considered challenging by teachers, and even more challenging when face-to-face teaching is not possible. This study investigates how pre-service teachers' outdoor education, particularly species identification, can be supported in a distance learning setting, where pre-service teachers and teacher educators used a mobile messaging application for interaction. Altogether, 74 pre-service teachers and two teacher educators participated in the study. Data from mobile messages and questionnaires was used to investigate their use of and experiences with mobile interaction. The findings reveal that mobile interaction enhanced the distant outdoor learning experience in three important ways: (a) by providing timely pedagogical support for species identification, (b) by strengthening a sense of community, even when working independently, and (c) by allowing individual experiential learning and observation of nature at one's own pace. The findings have implications for the provision of outdoor education in distance teaching settings. |
|---|---|
| ISSN: | 1350-4622 1469-5871 |
| DOI: | 10.1080/13504622.2025.2512969 |
