Using online narratives to explore participant experiences in a residential environmental education program

Field-based, residential environmental education programs are immersive, science-rich learning experiences that aim to achieve educational, personal growth, and behavioral outcomes. Evaluations of such programs typically use pre- and post-surveys or interviews and, in some cases, participant observation. Understanding how participants respond to, and make meaning of, their experiences in the moment is an understudied facet that could improve program outcomes; thus, this study explored participant narratives of their experience through online journaling, or ‘blogging'. We piloted the blogging activity with students during their participation in a four-to-five-day program and conducted follow-up retrospective evaluation upon students' return to the classroom. Our findings demonstrate that connection to place, personal growth, and identity were critical aspects of the participant experience; these aspects may be conditioned by participants' previous nature experiences, as well as access to nature. We reflect on the utility of blogging in assessing intermediary and ultimate programmatic outcomes.