Interactive and Situated Learning in Education for Sustainability

Autor/inn/en	Altomonte, Sergio; Logan, Brian; Feisst, Markus; Rutherford, Peter; Wilson, Robin
Titel	Interactive and Situated Learning in Education for Sustainability
Quelle	In: International Journal of Sustainability in Higher Education, 17 (2016) 3, S.417-443 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-01-2015-0003
Schlagwörter	Higher Education; Foreign Countries; Electronic Learning; Online Courses; Information Technology; Distance Education; Student Motivation; Learner Engagement; Sustainability; Feedback (Response); Comparative Analysis; Student Centered Learning; Teaching Methods; Graduate Students; Undergraduate Students; Statistical Analysis; Online Surveys; Technology Uses in Education; Online Systems; Likert Scales; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Online course; Online-Kurs; Informationstechnologie; Distance study; Distance learning; Fernunterricht; Schulische Motivation; Nachhaltigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online; Likert-Skala; Großbritannien
Abstract	Purpose: This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/Methodology/Approach: The paper illustrates the development of an online portal and a mobile app aimed at promoting students' motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users' acceptance, comparing academic results and analysing feedback. Findings: The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning. Research Limitations/Implications: The study solely focused on the development and testing of e-learning and m-learning tools to foster students' competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts. Originality/Value: Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01