Comparative study on teaching methods for environmental courses

  1. F. Lakatos 4
  2. I. Bandara 5
  3. V. Abrudan 3
  4. J. Kaner 1
  5. M.P. Arraiza 2
  6. F. Ioras 1
  7. K. Henn
  8. J.C. Santamarta 5
  1. 1 Buckinghamshire New University
    info

    Buckinghamshire New University

    High Wycombe, Reino Unido

    ROR https://ror.org/02q3bak66

  2. 2 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  3. 3 Transylvania University of Brașov
    info

    Transylvania University of Brașov

    Braşov, Rumanía

    ROR https://ror.org/01cg9ws23

  4. 4 University of West Hungary
    info

    University of West Hungary

    Sopron, Hungría

    ROR https://ror.org/05nj7my03

  5. 5 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

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Actas:
International Conference of Education, Research and Innovation: ICERI2014 Proceedings (7th.2014. Sevilla)

Editorial: IATED

ISSN: 2340-1095

ISBN: 978-84-617-2484-0

Ano de publicación: 2014

Páxinas: 5979-5984

Tipo: Achega congreso

GOOGLE SCHOLAR lock_openAcceso aberto editor

Resumo

Environmental studies require both incremental and novel technical solutions. Both incremental and novel solutions have to fit in with societal, environmental and economic contexts. Moreover, they have to be robust to meet future uncertainties. E-learning has the capability to deliver these novel design solutions. We have developed a teaching method with this purpose in mind.The success of any course delivery is the practical translation of the competences mentioned by the UNESCO learning for the twenty-first century (Delors, Unesco 1998): knowledge, design methods, internalization of values and communication with all relevant stakeholders.The authors of the present article investigated the effectiveness of two forms of workshops:(i) in class delivered course with integrated workshop where stakeholders are all present and(ii) e-learning delivered course with workshops targeted to specific stakeholders.Student feedback scores showed no significant preference for either of the forms. With these and other evaluation results, the authors conclude that effective, challenging courses require a 360˚ and regular feedback which is pivotal for increased student satisfaction.