Experiential Learning: Field Trip Guide
Where does this sit on the Experiential Learning Continuum?
Learning through work: an experience premised around an authentic scenario that simulates elements of a professional role or broader aspects of an industry/sector.
What is it?
A field trip is a structured educational experience conducted outside the classroom or campus, offering students direct engagement with real-world environments, practices and communities relevant to their studies. Common across disciplines, particularly in environmental science, ecology, history, archaeology and business.
Field trips enhance learning through hands-on opportunities for observation, data collection, reflection and the application of theory. It is a good opportunity to develop transferrable or future skills, such as:
Problem solving – field conditions are often unpredictable, students might face poor weather, logistical issues or missing data. They must think on their feet, reassess plans and make informed decisions, developing flexibility and resilience.
Professionalism and work ethic - field trips simulate work environments, requiring students to be punctual, prepared and respectful of others’ time and knowledge. They experience expectations like those in a job setting, including reporting, planning and reflective practice and working closely with others who have different values and lifestyles.
Sector specific skills and awareness - students gain exposure to careers or professional environments related to their field of study (e.g. heritage sites for historians, ecological surveys for biologists). They can observe professionals in action, ask questions about career paths and reflect on how their academic knowledge applies in practice.
Field trips can be local, national or international and range in length from a single day to several weeks.
How does it work?
A field trip typically follows a learning style that takes them from direct experience to deeper understanding. There are various stages to a field trip to ensure that students can maximise their skills development, awareness and articulation:
Preparation
- Clarify the learning objectives and link to course outcomes, highlighting skills. that they will develop on their course
- Provide pre-trip briefings or activities to build context and expectations and explaining that the trip will be an opportunity to develop certain future skills and why this is important in their studies and beyond
Engagement (during the trip)
Activities many include guided tours, fieldwork, group tasks, interviews and data collection. To help students recognise and develop their future skills, the following strategies might be considered:
- Mini-debriefs during the day - build in short pauses to reflect as a group on teamwork, decision-making and adaptability.
- Roles based tasks – assign roles within groups (e.g. coordinator, recorder, analyst, presenter) to encourage leadership, communication and teamwork
- Real world problem solving – pose a challenge linked to the site visit (e.g. assessing environmental impact, proposing a heritage tourism strategy)
- Professional interaction- facilitate engagement with external stakeholders (e.g. local business, researchers, community members)
- On the spot reflection prompts - Ask students to identify which skills they are using in real time, e.g. ‘What skills are you drawing on to complete this task?” or “How might this experience relate to a future workplace'
Assessments
Traditional formats- reflective essays, field reports, presentations or group projects.
Creative alternatives - case study, news or feature story or a group discussion. The goal is to go beyond research and critique and focus instead on whether students can:
- Research a topic and communicate findings effectively to a specific audience.
- Apply their understanding in new and practical ways.
By shifting the focus toward real-world application, assessments become more meaningful. They test not only what students know, but how well they can use their knowledge and skills in contexts that mirror professional practice.
Does it work?
A well designed and effective field trip must be aligned with learning outcomes. This means it will significantly enhance student engagement in the subject, deepens their understanding of complex concepts and show the future skills that they have developed and areas that they need to enhance in the future.
What do I need?
Successful field trips rely on clear planning, good communication, and inclusive practices.
- Plan early: Sort logistics such as transport, accommodation, catering, equipment and risk assessments well in advance.
- Set clear expectations: Share learning objectives, schedules and preparation guidance with students before the trip.
- Support wellbeing: Build in breaks, reflection time and provide good food to keep energy and morale high.
- Be flexible: Fieldwork is unpredictable so adapt activities as needed and model resilience.
- Prioritise inclusion: Adjust for accessibility, respect cultural needs, and create supportive spaces for all students to participate fully.
- Balance learning: Combine structured tasks with opportunities for independent exploration and teamwork.