The Block in the Field: Intensive Out-of-Classroom Experiences

Authors

  • Laura Straus University of Montana Western, USA
  • Michelle Prawer Victoria University, Melbourne Australia
  • Thomas Yeager Victoria University, Melbourne Australia https://orcid.org/0000-0001-8539-5248
  • Christian Gilde University of Montana Western, USA

DOI:

https://doi.org/10.15209/jbilt.1360

Keywords:

Field trips, intensive learning, quality WIL, the Block model

Abstract

The purpose of this paper is to examine the extent to which block field trips constitute authentic generative learning opportunities for students and effective curricular choices for instructors. The field trips featured in this research are situated within the context of work integrated learning (WIL) (e.g., Sachs, Rowe, & Wilson, 2016). The theoretical frame used in this study is the WIL Framework developed by Campbell et al. (2019) whose four domains of practice are the student experience, curriculum design, institutional requirements, and stakeholder engagement. Case study methods are used, supported by the interpretivist approaches used in phenomenography. Four types of field trips provide case studies which are analyzed according to their contexts, strengths, challenges, opportunities, and risks. Results of this research reveal that for field trips within the block model, faculty preparation, disciplinary accessibility to field excursions, administrative expectations, student commitment, and user-friendliness of field trip sites must be considered. 

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Published

2025-06-17

How to Cite

Straus , L., Prawer , M., Yeager , T., & Gilde , C. (2025). The Block in the Field: Intensive Out-of-Classroom Experiences. Journal of Block and Intensive Learning and Teaching, 3(1), 54–70. https://doi.org/10.15209/jbilt.1360

Issue

Vol. 3 No. 1 (2025)

Section

Articles

License

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