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Can MOOCs empower people to critically think about climate change?: a learning outcome based comparison of two MOOCs

2019Journal article Restricted access
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datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg13:Ação Climática
dc.contributor.authorOtto, Daniel
dc.contributor.authorCaeiro, Sandra
dc.contributor.authorNicolau, Paula Bacelar
dc.contributor.authorDisterheft, Antje
dc.contributor.authorTeixeira, António
dc.contributor.authorBecker, Sara
dc.contributor.authorBollmann, Alexander
dc.contributor.authorSander, Kirsten
dc.date.accessioned2020-02-17T12:27:30Z
dc.date.available2020-02-17T12:27:30Z
dc.date.issued2019
dc.description.abstractClimate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learningpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1016/j.jclepro.2019.02.190pt_PT
dc.identifier.issn0959-6526
dc.identifier.urihttp://hdl.handle.net/10400.2/9307
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectClimate change educationpt_PT
dc.subjectMassive online open courses (MOOCs)pt_PT
dc.subjectDistance learningpt_PT
dc.subjectClimate literacypt_PT
dc.subjectSustainabilitypt_PT
dc.subjectOpen educationpt_PT
dc.titleCan MOOCs empower people to critically think about climate change?: a learning outcome based comparison of two MOOCspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage21pt_PT
oaire.citation.startPage12pt_PT
oaire.citation.titleJournal of Cleaner Productionpt_PT
oaire.citation.volume222pt_PT
person.familyNameCaeiro
person.familyNameNicolau
person.familyNameDisterheft
person.familyNameTeixeira
person.givenNameSandra
person.givenNamePaula Bacelar
person.givenNameAntje
person.givenNameAntónio
person.identifier587808
person.identifierhttps://scholar.google.com/citations?hl=pt-PT&user=WWFc0MkAAAAJ
person.identifier.ciencia-id8515-398A-D241
person.identifier.ciencia-id7D11-BE78-21FD
person.identifier.ciencia-id3C11-84D4-CF2E
person.identifier.ciencia-id7810-ACD0-18B2
person.identifier.orcid 0000-0002-6079-3554
person.identifier.orcid0000-0001-5940-5131
person.identifier.orcid0000-0002-7439-6955
person.identifier.orcid0000-0002-1339-6548
person.identifier.ridK-3886-2014
person.identifier.scopus-author-id6603297853
person.identifier.scopus-author-id6507462575
person.identifier.scopus-author-id55204858800
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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