[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591916-105":59,"doc-detail-591916-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","uncovering-the-dynamics-that-drive-non-formal-online-educational-activities-the-beaver-scouts-case-study","Uncovering the Dynamics that Drive Non-Formal Online Educational Activities - The Beaver Scouts Case Study","","The article presents findings on delivering non-formal online educational activities over 13 weeks in the first semester of 2020 to 15 children aged 5 to 7, organized by six voluntary adult leaders. The activities combined guided play with problem-based learning, using an action research approach to identify feedback loops during implementation. Data were collected from meeting minutes, activity plans, observation notes, and debrief notes, then analyzed through systemic analysis. Results show that diversified activities supported engagement and that continuous improvement of teaching, learning techniques, and appropriate IT tools strengthened communication and meaningful outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/uncovering-the-dynamics-that-drive-non-formal-online-educational-activities-the-beaver-scouts-case-study/591916/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/uncovering-the-dynamics-that-drive-non-formal-online-educational-activities-the-beaver-scouts-case-study/591916.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the research objective in the Beaver Scouts case study?","Question",{"text":112,"@type":113},"The study aimed to analyze the method used, uncovering the dynamics driving the online educational activities and their consequences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the online activities designed and delivered?",{"text":117,"@type":113},"Six voluntary adult leaders delivered the activities over 13 weeks using guided play and problem-based learning approaches.",{"name":119,"@type":110,"acceptedAnswer":120},"What data sources and analysis method were used?",{"text":121,"@type":113},"Data came from meeting minutes, activity plans, observation notes, and debriefing notes, analyzed through systemic analysis as part of an action research approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591916,1792073470,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":41,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Uncovering the Dynamics that Drive Non-Formal Online Educational Activities: The Beaver Scouts Case Study  \nJoão Alberto Arantes do Amaral  \nProf., Federal University of Sao Paulo, Brazil, [jarantes@alum.mit.edu](jarantes@alum.mit.edu)  \nJoão Tristan Vargas  \nFederal University of Sao Paulo, Brazil,[joao.tristan@unifesp.br](joao.tristan@unifesp.br)  \nIn this article we present our findings regarding of providing online educational activities, delivered by six adults, during 13 weeks (first semester 2020) to 15 children aging from 5 to 7 (the Beaver scouts), on a non-formal education context. The activities combined guided play and problem-based learning activities. Our research objective was to analyzed the method followed, uncovering the dynamics the drove the activities and the consequences. We followed an action research approach in order to understand the feedback loops present in the delivery of online educational activities. The data was collected from the minutes of the meetings, the activities’plans and the notes taken from observations of the online activities and notes taken during the debriefing activities. We analyzed the data by means of a systemic analysis. Our findings are: 1) The diversification of activities (physical, artistic, and social) provided by the leaders and the parent´s support and participation fostered the children engagement and motivation to learn. 2) The continuous improvement of the teach and learning techniques and the right use of IT tools, facilitated the communication and the delivery of meaningful online activities.  \nKeywords: non-formal education, action research, systemic analysis, problem-based learning, online educational activities  \nINTRODUCTION  \nIn this article we present the dynamics that drove the non-formal online educational activities developed by six voluntary adults (thereafter leaders) of Peregrine Falcon’s Beavers Association (thereafter PFBA) delivered to 15 children aging from 5 to 7 (the so-called “beavers”), during the first semester of 2020. The PFBA has the goal of preparing children to ingress into the first rank (the rank of “cubs”) of Peregrine Falcon Boy Scout Group (thereafter PFBSG) . The PFBSG is one of the most traditional boys scout groups of Sao Paulo, Brazil. The FBPA usually develops face-to-face educational activities with the children; however, due to the COVID19 pandemic, the PFBA had toreinventing itself, delivering online activities during the first semester of 2020.  \nThe PFBA follows the educational guidelines proposed on a document called Principles, Organization and Rules of Beavers (thereafter POR) . The POR was created based on educational programs developed by Beavers’ associations from the National Council Boy Scouts of Canada and the Boy Scouts of America.  \nThe POR defines educational goals to stimulate children growth in five different areas: development of creativity and intellect, physical-motor development, social development and spiritual development. For each of these areas, POR proposes a set of learning goals and activities to accomplish these goals, in different levels of difficulties. For example, in physical and motor area, POR suggests activities  \nCitation: do Amaral, J. A. A., & Vargas, J. T. (2023) . Uncovering the dynamics that drive non-formal online educational activities: The beaver scouts case study. Anatolian Journal of Education, 8(1), 1-12.  \n[https://doi.org/10.29333/aje.2023.811a](https://doi.org/10.29333/aje.2023.811a)  \nsuch as jumping rope, spinning tops, flying kites, training equilibrium etc. The PFBA leaders planned and delivered their activities based on POR recommendations. This article presents the systemic aspects of the implementation of this educational program.  \nTheoretical Review  \nThe PFBA provides non-formal educational activities. The non-formal education (thereafter NFE) can be understood by structured educational practices and processes (Shephard, 2014) carried out by institutions other than fo","cbCainKpzx2Dz8D7","https://ap.wps.com/l/cbCainKpzx2Dz8D7","pdf",293069,12,"English","# Introduction\n# Theoretical Review\n## Non-formal education characteristics\n## Active learning and guided play","[{\"question\":\"What was the research objective in the Beaver Scouts case study?\",\"answer\":\"The study aimed to analyze the method used, uncovering the dynamics driving the online educational activities and their consequences.\"},{\"question\":\"How were the online activities designed and delivered?\",\"answer\":\"Six voluntary adult leaders delivered the activities over 13 weeks using guided play and problem-based learning approaches.\"},{\"question\":\"What data sources and analysis method were used?\",\"answer\":\"Data came from meeting minutes, activity plans, observation notes, and debriefing notes, analyzed through systemic analysis as part of an action research approach.\"}]","Uncovering the Dynamics that Drive Non-Formal Online Educational Activities - The Beaver Scouts Case Study | PDF"]