ABSTRACT

This paper contributes to the blended learning paradigm for educational events in a leisure context, where organisers and participants can no longer rely on a linear approach for knowledge transfer and learning (Robinson, 2011; Giacalone, 2001) in a non-linear world (Castells, 2000). With the design of meaningful experiences at the core of Leisure Studies and of Events as their sub-field (Richards, G., Marques, L. & Mein, K., 2016), it is appropriate to investigate experiential learning and the role of blended learning in the participants’ experience, in a leisure context. The qualitative methodology focuses on in-depth, semi-structured interviews held with students enrolled in leisure studies and tourism management programmes who took part in the World Leisure international field school, which takes place biennially as a satellite event to the World Leisure Congress. The findings indicate that constructing a tailored blended learning experience in an educational event within a leisure context has a positive impact on the participants’ learning experience and knowledge transfer, extending it in terms of time and spaces. This research has relevant implications for practitioners, academics and designers targeting blended learning environments in educational events in leisure-related contexts.

摘要

本文为休闲环境中教育活动的混合学习范式做出了贡献，在这种情况下，组织者和参与者不能再依赖非线性世界中的线性方法进行知识转移和学习 (Robinson, 2011; Giacalone, 2001) , 2000)。将有意义的体验设计作为休闲研究的核心和作为其子领域的事件 (Richards, G., Marques, L. & Mein, K., 2016)，研究体验式学习及其作用是适当的。在参与者的体验中，在休闲环境中进行混合学习。定性方法侧重于对参加世界休闲国际实地学校的休闲研究和旅游管理课程的学生进行深入的半结构化访谈，它每两年举办一次，作为世界休闲大会的卫星活动。研究结果表明，在休闲环境中的教育活动中构建量身定制的混合学习体验对参与者的学习体验和知识转移产生积极影响，并在时间和空间方面进行扩展。这项研究对从业者、学者和设计师在休闲相关环境中的教育活动中针对混合学习环境具有相关意义。