Education for Sustainable Development through Research-Based Learning in an Online Environment

Autor/inn/en	Ahel, Oliver; Schirmer, Moritz
Titel	Education for Sustainable Development through Research-Based Learning in an Online Environment
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 1, S.118-140 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-07-2021-0305
Schlagwörter	Sustainable Development; Evidence Based Practice; Educational Technology; Technology Uses in Education; Online Courses; Higher Education; Teaching Methods; Instructional Effectiveness; Electronic Learning; College Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Collegestudent; Ausland; Deutschland
Abstract	Purpose: The society faces growing global challenges in terms of sustainable development. A key factor in preparing society for these challenges is education for sustainable development (ESD). This study aims to discuss how the combination of research-based learning (RBL) and digitalization can be used for successful ESD in higher education. The paper introduces the conceptual development of technical and didactical implications for an online learning format, which combines the opportunities of RBL and digitalization to facilitate the distribution of ESD. Furthermore, corresponding evaluation results are presented. Design/methodology/approach: A framework, based on key dimensions described by the relevant literature, was applied for the empirical approach to evaluate students' learning experiences. On this basis, the differences in the students' learning experiences between the RBL-format and conventional digital learning format (self-directed studies, learning videos and electronic examination) were measured. Findings: The performed two-sample t-test indicates statistical significant differences in all dimensions. On average, students (N = 226) using the RBL-based format report higher ratings for each examined dimension than students who experienced a conventional format. In summary, this indicates an overall corresponding tendency in students' learning experience between the examined learning formats. Originality/value: The presented examination offers empirically based insights on how a digital format can combine RBL and ESD to enhance students' learning experiences. Moreover, theoretical contributions are provided regarding the future development of digital learning formats to further integrate ESD in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01