I Do, I Understand: Engaging Distance and Campus Students in Sustainability through Active Learning

Autor/inn/en	Wakes, Sarah J.; Dunn, Linda. A.
Titel	I Do, I Understand: Engaging Distance and Campus Students in Sustainability through Active Learning
Quelle	In: Research in Learning Technology, 31 (2023), (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Foreign Countries; Distance Education; Asynchronous Communication; Online Courses; Sustainability; Active Learning; Learner Engagement; Teaching Methods; Technology Uses in Education; Video Technology; Field Trips; Peer Relationship; Teacher Student Relationship; Thinking Skills; Critical Thinking; Experiential Learning; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Nachhaltigkeit; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Exkursion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Kritisches Denken; Experiental learning; Erfahrungsorientiertes Lernen; Neuseeland
Abstract	Distance online learning connects students to education opportunities without having to be present at the institution offering the learning module. This case study involved development of a dual on-campus and distance course into a fully online course. It required a student-focused approach and an innovative application of learning technologies, additional resources and learning frameworks to encourage student engagement, independent learning and growth of critical-thinking skills. Changes to the design of the teaching approach and the use of technology improved the quality and quantity of interaction and communication between staff-students and students-students and facilitated a hands-on learning experience for online students interacting asynchronously. Student engagement with the course material, other students and teachers increased compared to previous years. Additional resource videos, learning and assessment guides (written and video), and online field trips helped develop critical-thinking skills and connectedness of learning to real-world applications. Recommendations are provided of learning approaches that could be used by other educators in different subject courses. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01