Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities

Autor/inn/en	Pretorius, Rudi Wessel; Carow, Sanet; Wilson, Graeme; Schmitz, Peter
Titel	Using Real-World Engagements for Sustainability Learning in ODeL in the Global South: Challenges and Opportunities
Quelle	In: International Journal of Sustainability in Higher Education, 22 (2021) 6, S.1316-1335 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-08-2020-0287
Schlagwörter	Sustainable Development; Environmental Education; Open Education; Distance Education; Electronic Learning; Blended Learning; Work Experience; Map Skills; Geographic Information Systems; Conservation (Environment); Natural Resources; Learner Engagement; Problem Based Learning; Internet; Disadvantaged; Access to Computers; Handheld Devices; Graduate Study; Public Colleges; Developing Nations; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Employment experience; Job experience; Occupational experience; Berufserfahrung; Kartenverständnis; Conservation; Environment; Konservierung; Bewahung; Umwelt; Natural Ressource; Natürliche Ressource; Problem-based learning; Problemorientiertes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Developing country; Developing countries; Entwicklungsland; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach: The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings: The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications: The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value: This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01