Fotios Vasileiou

GSM London

United Kingdom



The support of Emotional Geographies and the Learning-Outside-the-Classroom approach in the Student Engagement and Professional Success in the UK Events Studies


Kearsley and Shneiderman (1998) explain that student engagement is essential to the learning process through realistic projects. Barkley (2010) investigates previous efforts using the Venn diagram (Barkley, 2010: 6) and the stakeholder’s engagement theory (Jeston & Nelis, 2008; Milosevic, 2016; Roberts, 2013; Eden & Ackerman, 1998; Nutt, 2002).  The topography/ place show considerable impact on the student engagement and learning results (Vasileiou, 2017:2018:2019). With the supportive use of Emotional Geographies, innovative researchers transform their lessons from a simple teaching/learning process into an adventure /learning outside the classroom. For example, in Chichester University they use walking in a forest to build up strong team relationships (Reavey, 2017), when in Glasgow Caledonian University they do observational fieldtrips to increase critical reflexivity in deprived urban neighbourhoods (McKendrick, 2017).  Almost two years ago, the institution of Natural England, published an article with the intriguing title: “Are we at the turning point for outdoor learning?” (Burt, 2016). During the last few years an interest is growing on Learning Outside the Classroom. A number of UK institutions proceed in publishing relevant research to acknowledge the educational/ professional/ social benefits and impact of this learning approach against the conservative perception of “four walls classroom”. In these institutions are included the National Foundation for Educational Research (NFER), Centre for Informal Learning King’s College London (Kendall, 2006), the Council for Learning-Outside the Classroom (2011), The Department for Education and Skills (DfES), the Natural England (2011), relevant efforts are coming from UK in Chichester University and Vanderbilt University in USA. Emotional Geographies and GeoPsychology support the research.  Researches reveal: “substantial evidence exists to indicate that fieldwork, properly conceived, adequately planned, well taught and effectively followed up, offers learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom” (Rickinson, 2004). Students comment: “Actually being able to see it makes it much easier to understand”, “I could do this all the time” and “My best bit? All of it!” (Sheerman, 2006). Researchers emphasise and underline “out-of-class learning is a method of learning that positions students in a context that motivates them to learn” (Sulaiman, 2011). The new engagement/teaching method of Awesome/OSAM for Events Studies applies emotional geographies and uses in maximum the learning outside the classroom approach (Vasileiou, 2016: 2017: 2018: 2019). The Events Studies in Higher Education are considered as having one of the highest needs to educate students in the working field/venue/ environment.  403 words  Indicative References: Burt, J., (2016) Are we at the turning point for outdoor learning?, Natural England, last accessed 21/01/2019 Kendall, S., Murfield, J., Dillon, J., Wilkin A., (2016) Education Outside the Classroom- Research Report RR802, National Foundation for Educational Research Rickinson et al (2004) A Review of Research on Outdoor Learning. NFER/Kings College London Sheerman, B., (2006) Out of Classroom Learning, Real World Learning Partnership Sulaiman, Mahbob & Azlan, (2011) Learning Outside The Classroom: Effects on Student Concentration and Interest, in: Procedia Social and Behavioral Sciences 18