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FIELD TRIPS AS A VALUABLE LEARNING EXPERIENCE FOR STUDENTS

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Edlira Menkshi Ermiona Braholli

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 VJETARI SHKENCOR NR. 4

EDLIRA MENKSHI
ERMIONA BRAHOLLI
“Fan S. Noli” University
Faculty of Education and Phylology,
Department of History-Geography
eda_ndreko@yahoo.com
ermiona.braholli@yahoo.com

FIELD TRIPS AS A VALUABLE LEARNING EXPERIENCE

FOR STUDENTS

ABSTRACT
Field trips are recognized as valuable learning experiences in many disciplines
and sciences. They are included in the curriculum and as such, they help to
successfully complete some of the main competences. The aim of this paper is
to evaluate field trips as an effective method of learning outside classroom and
their role in raising student’s interest as well as their learning capacity. It is
important to make sure that learning outcomes from field trips can range from
cognitive to affective ones. The positive benefits that derive from field trips are
real-world experiences, qualitative education, positive attitudes towards science,
motivation towards subjects, socialization between students, and development
of relationship between teachers and students enabling teachers to integrate
cooperative learning as an alternative learning strategy. Teachers’ role in
designing and developing field trips affects the success of the above-mentioned
benefits. The realization of this paper is based on the teaching practices and
concrete work experience in the field as well as the findings ascertained by the
students of the History-Geography study program, included in field trips.
Key words: field trip, students, learning outcomes, experience, survey.

1. Introduction
Education is an important process in the development of individuals’
knowledge, skills and character from the lower education cycles to the highest
ones. Higher education is provided at universities and constitutes an important
part in the preparation of individuals towards further contribution in the socio-
economic and cultural development of the country. Students gain their
knowledge through lectures, seminars, presentation of course assignments,
trainings, educational field trips etc. According to David Kolb (1984) "Learning
is the process where knowledge is created through experience transformation."
He described experiential learning using a spiraling four step cycle. A student
has an experience. Reflection occurs as the student talks about the experience,
and abstraction occurs as the student thinks about the experience. The student
plans a new experience to test the new ideas, and the new experience takes
place, and the cycle continues. Each time a cycle is completed, some learning
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has taken place. Many educational institutions offer experiential education

programs such as internships, field projects and classroom experiential learning
to add a direct experience component to their traditional academic studies.
[Kolb A.D, 2015]

Concrete experience
Have an experience

Testing implications of concepts Observations and reflections

in new situations Reflect on experience
Try out what you have learn

Formation of abstract concepts

and generalizations
Draw conclusions from learning experience
Experiential learning model, (Kolb Cycle, 2014)

Learning through educational field trips is considered as valuable experience in

learning in many scientific, natural and social disciplines at university. Thus,
biology, economics, agriculture, social sciences, geography, etc. combine their
theoretical knowledge with outdoor training sessions. As defined in the
dictionary, “a field trip or excursion is a journey by a group of people to a place
away from their normal environment”. The purpose of the trip is usually
observation for education, non-experimental research or to provide students
with real experience outside their everyday activities. [Shakil, A. 2011]
According to Amy Krakowka, "field trips are a form of active learning as
students gain more experience when they see things themselves". [Krakowka,
A.R, 2012] Likewise, in a designation by Randy Wilhelm, "field trip is an
essential way to expand student’s horizons and to give them the opportunity to
learn by experiencing".
2. Field trip as a learning competence
Outdoor learning experiences are interdisciplinary and as such have been
applied for a really long time. There are several ways to apply non-classroom
learning; learning through community engagement services, training and
studying abroad, field trips, out-of-class technologies, etc. In this aspect, "field
trips" bring to mind visits to a museum, a natural park, a zoo, a theater or a
historical site. They offer the possibility to incorporate out-of-class experiences
into a particular discipline and are an enjoyable part of the educational process.
In universities, field trips can be considered as important elements and at the
same time activities related to the program, which serve the purposes of
education. To students, field trips can be in the form of journeys to different
places or a field-based project. Visits to various sites improve the historical and

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scientific data and information, while interviews with different representatives,

observation of species, phenomena or events often become an important part of
the content and study of the subject methodology.
They significantly improve the study program by providing information that is
difficult to be presented in the classrooms. As such, field trips should be
reflected in course syllabuses from the beginning of the semester with detailed
information on the date, location, means of transport, and any obligations or
responsibilities that derive from the students’ participation in them. Likewise,
the Dean and other responsible individuals for its implementation have to be
previously informed.

Students of History-Geography and Tourism program during educational

field trips.
Similar to learning through services, study programs or field trip courses are an
effective tool for overcoming barriers between the university and the
community. Additionally, students who become part of field trips can share
their experiences and improve communication and participation levels in their
programs. Creating experiences for students in order to understand and reflect
on ideas and theories is a necessary method that allows students to participate
actively and explore the course materials. [Pugh, K. T., & Bergin, D. A.,2005]
Field trips can be of different forms and meet a range of needs that promote
deep and active learning. Together with the engagement they require the
affiliation of students, which takes place in field trips, develop the teaching and
learning processes and motivate students to improve in a discipline.
Despite their importance, there is limited involvement in higher education or
universities. This is due to some reasons such as: limited logistics,
organizational difficulties, their financial cost, the security element of students
‘engagement, etc. What is more, field trip activities are often not included in
syllabuses by pedagogues or by curriculum drafters, because they do not regard
them as essential for higher education curricula. They are reluctant to integrate
field trips into the curriculum because they are unfamiliar with the philosophy,
organization and pedagogy of field trips, raising in some cases the question of
their effectiveness. [Haw-Jan John Wu, 2008].

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3. How to organize a field trip

Researches in the science of education have highlighted a noticeable
effectiveness of students’ acquired knowledge after participating in well-
planned field-trips. As such, planning and organizing successful field trips
should take into account three stages of preparation: pre-trip, trip and post-trip.
[B. Myers, L. Jones, 2015] In this regard, the field trip organizer (pedagogue)
must develop and implement some responsibilities related to the pre-trip stage,
during and after the field trip. [Marc Behrendt & Teresa Franklin, 2014]
The pre-trip phase or preparatory phase is based on two main components:
administration and guidance. [B. Myers, L. Jones, 2015]
Administration has to do with the steps taken by the organizer to provide travel
logistics. This includes obtaining a permit to travel, transportation, scheduling
activities, preparing supporting materials (literature, surveillance equipment,
camera, etc.) and collecting students’ parental permission to pursue field trips.
Although the administrative element is important, field trips may not be
educationally successful if the organizers focus only on logistics.
The component of pre-field trip instruction is essential in preparing participants
for the experience. Many studies and individual experiences show that students
often face anxiety about traveling. In this regard, the pedagogue needs to make
students feel comfortable and safe about the field trip, just as they do in the
classroom. (Students are suggested to watch field trip sites online, take cameras,
make videos, etc.) Pre-field trip instructions also included the content and
concepts that students will encounter and observe during their activities. Along
with travel details, students can be assigned assignments and responsibilities
such as recording a video, taking photos, watching the group during the field
trip, etc.
The trip phase has two main elements: the role of the participant and the role of
the organizer. The role of the participants, who in our case are the students, is
accompanied by the creation of the objectives of the trip in cooperation with the
participants. The agenda includes a period of free time so that students can
explore the site themselves or visit the area. After the first curiosity has come to
an end, students are able to focus their attention on the topics they should learn.
Likewise, they can also develop the questions raised during the stage of
exploration and explanation.
The role of the organizer or pedagogue is important throughout the entire field-
trip. In addition to field trip monitoring and management, students' acquisition
of knowledge is the responsibility of the organizer too. Using learning
approaches different from the ones used in the classroom, encouraging any
questions that students might have, playing an active role rather than a passive
one during a field trip, makes the organizer increase students’ interest and their
learning benefits. [B. Myers, L. Jones, 2015]

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Pre-Trip Trip Post-Trip

Culminating
administration Debriefin
instruction Role of Role of activity
g activity
participants organizer

Topic Vicarious
content exposure

The scheme of field trip organization. B. Myers, L. Jones , 2015

The post-trip phase is the final phase of a well-organized field trip. Even this
stage contains two components: information on the activity and the culmination
of the activity. During the information session, students are encouraged to share
the experiences, results and benefits of field trip. Likewise, it is possible to
discuss the problems encountered during the field trip. The second component
of this phase consists in presenting the knowledge gained. There may be lecture
hours included in the program sharing the learning outcomes of the field trip.
This can be done with the whole group or in small groups. Both of these
components should be developed immediately after the field trip. After all the
previously set steps for each phase have been implemented, we can feel
confident that we have achieved a successful field trip.
Planning and organizing a successful field trip can be a considerably
responsible work for the organizing pedagogue. Moreover, when a well-
organized field trip is presented to the organizers many of the worries or
problems that might arise in the future are avoided. Field trips can be an
integrated part of the curriculum. If the faculty or the study program undertakes
and conducts a field trip aimed at increasing the level of learning in the relevant
discipline, the benefits from this experience are almost always expected to be
high.
4. Benefits of learning through field trips
We may think that the entire teaching process has an impact but I think field
trips deserve attention in this process. The impacts and benefits can be in the
short and long term. It is also important to understand that learning outcomes
from field trips can range from cognitive findings to effective results. Among
the many possible results, studies have shown that field trips have great value in
the teaching and learning process as well as in the upcoming students’ career:
- One of the greatest advantages of field trips is that it helps students

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have a real world experience. This experience, if well implemented, should

clearly illustrate and improve the information gained from the curriculum.
[Michaela D. Kennedy, 2014]
- Students participating directly in field trips generate a more positive
attitude towards the subject. From the observations conducted, the students of
the History-Geography study program have conducted discussions and analyzes
about their knowledge in the subjects of Geography of Tourism and Natural and
Cultural Heritage after field trips organized in various tourist attractions.
According to them, field trips are experiences that can be remembered, revive
interest and are useful in the process of knowledge acquirement.
- Field trips present students with new experiences that can foster their
interest and commitment to science and research regardless any previous
interest on a particular issue or topic.
- Learning on the ground also creates more socialized relationships
between students themselves and between students and their own pedagogues,
giving the latter the opportunity to see students more deeply in terms of how
students understand the world. Many field trips combine the learning part with
the rest of cultural and entertainment activities.
Conclusions and suggestions
Field Trips are considered a very valuable experience for students in the
learning process. They provide an opportunity to motivate students in
understanding and evaluating the concepts gained in the auditorium, which
enhances their knowledge by promoting further learning and higher level
thinking strategies. Thanks to this, in many disciplines, field trips can and
should be featured in the curriculum. Taking into account the cost of field trips,
in many cases they can also be developed within the region, so that students can
contribute to their organization and realization. Field Trips should be well-
planned and well-managed in terms of providing additional knowledge to the
students’ learning process. The success and achievement of learning objectives
through outdoor training sessions should be based on respecting the stages of
development.
Despite the benefits of the learning process, there are also problems that require
time and serious engagement from field trips entrepreneurs. Therefore, the
organization of field trips needs the support and the financial backing of the
administrators of the higher education institution (university).

References
A. R. Krakowka, (2012) Field trips as valuable learning experiences in
geography courses, Journal of Geography, 111(6), 236-244.
B. Myers, L. Jones (2015) Effective Use of Field Trips in Educational
Programming: A Three Stage Approach, University of Florida.
David A.Kolb, (2015) Experiential learning, Experience as a Source of
Learning and Development”, Second Edition, Pearson, pg. xviii.

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Haw-Jan “John” Wu, Using field trips to enhance student learning in operations
management: CJOM, (California Journal of Operations Management)
Volume 7, Number 1, February 2009, CA, pg.145.
Michaela D. Kennedy, (2014) "The Benefit of Field Trips". University Honors
Program http://digitalcommons. georgiasouthern.edu/honors-theses/60.
Marc Behrendt &Teresa Franklin (2005) A Review of Research on School Field
Trips and Their Value in Education, International Journal of Environmental
&Science Education, 2014, 9, 235-245.
Pugh, K. T., & Bergin, D. A. (2005) The effect of schooling on students' out-of-
school experience. Educational Researcher, 34(9), 15-23.
Shakil A., …(2011) The need and importance of field trips at higher level in
Karachi, Pakistan, International Journal of Academic Research in Business
and Social Sciences, Vol. 2, No. 1, pg.2.

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