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Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

2021-05-17Journal article Restricted access
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datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg12:Produção e Consumo Sustentáveis
datacite.subject.sdg13:Ação Climática
datacite.subject.sdg17:Parcerias para a Implementação dos Objetivos
dc.contributor.authorPerbandt, Daniela
dc.contributor.authorHeinelt, Marie-Sophie
dc.contributor.authorNicolau, Paula Bacelar
dc.contributor.authorMapar, Mahsa
dc.contributor.authorCaeiro, Sandra
dc.date.accessioned2021-09-28T14:37:05Z
dc.date.available2021-09-28T14:37:05Z
dc.date.issued2021-05-17
dc.date.updated2021-09-20T08:53:32Z
dc.description.abstractPurpose – Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach – The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings – Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application”to a greater extent. Originality/value – Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1108/ijshe-07-2020-0262pt_PT
dc.identifier.issn1467-6370
dc.identifier.slugcv-prod-2584789
dc.identifier.urihttp://hdl.handle.net/10400.2/11129
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectSustainabilitypt_PT
dc.subjectEnvironmental politicspt_PT
dc.subjectSynchronous learningpt_PT
dc.subjectE-learningpt_PT
dc.subjectAsynchronous learningpt_PT
dc.subjectInternational student cooperationpt_PT
dc.titleTowards effective e-learning on sustainability: a case study-course on participatory processes in environmental politicspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/154702/PT
oaire.citation.titleInternational Journal of Sustainability in Higher Educationpt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameNicolau
person.familyNameMapar
person.familyNameCaeiro
person.givenNamePaula Bacelar
person.givenNameMahsa
person.givenNameSandra
person.identifierhttps://scholar.google.com/citations?hl=pt-PT&user=WWFc0MkAAAAJ
person.identifierhttps://scholar.google.com/citations?user=47Gnq5cAAAAJ&hl=en
person.identifier587808
person.identifier.ciencia-id7D11-BE78-21FD
person.identifier.ciencia-idEC19-FA55-256C
person.identifier.ciencia-id8515-398A-D241
person.identifier.orcid0000-0001-5940-5131
person.identifier.orcid0000-0001-8294-5224
person.identifier.orcid 0000-0002-6079-3554
person.identifier.ridK-3886-2014
person.identifier.scopus-author-id6507462575
person.identifier.scopus-author-id6603297853
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.cv.cienciaid8515-398A-D241 | SANDRA SOFIA FERREIRA DA SILVA CAEIRO
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationc65a3227-1c5b-4bd3-b49c-95c19d53fdd6
relation.isAuthorOfPublicationc0311f43-b2a3-4988-bcf6-402f58e579cc
relation.isAuthorOfPublicatione2a8250a-8f09-4f11-a04e-1a3056644ff3
relation.isAuthorOfPublication.latestForDiscoveryc0311f43-b2a3-4988-bcf6-402f58e579cc
relation.isProjectOfPublication95b5262c-becb-4a97-8c6a-578b87379968
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