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Engineering education for sustainable development: using online learning to support the new paradigms

This paper explores the experiences of three academic members of the University of Nottingham Open Online Course (NOOC) and Massive Open Online Course (MOOC) team, comprising an engineer (tutor), an engineering education specialist (facilitator) and a specialist in higher education pedagogy (conveno...

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Main Authors: Sivapalan, S., Clifford, M.J., Speight, S.
Format: Article
Published: Taylor and Francis Ltd. 2016
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028643160&doi=10.1080%2f22054952.2017.1307592&partnerID=40&md5=2c2506af40fb0b392bf9f19f7fec7d08
http://eprints.utp.edu.my/25763/
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spelling my.utp.eprints.257632021-08-27T13:05:28Z Engineering education for sustainable development: using online learning to support the new paradigms Sivapalan, S. Clifford, M.J. Speight, S. This paper explores the experiences of three academic members of the University of Nottingham Open Online Course (NOOC) and Massive Open Online Course (MOOC) team, comprising an engineer (tutor), an engineering education specialist (facilitator) and a specialist in higher education pedagogy (convenor). The paper explores notions of what makes for effective teaching of sustainability within a multidisciplinary online context, and the extent to which this experience has impacted upon personal behaviours and attitudes to sustainability, from an Engineering Education for Sustainable Development (EESD) perspective. Team members� experiences are further supported by findings from student and learner evaluations of the NOOC and MOOC courses. Key findings of the research include (a) Interdisciplinarity is a strength of the course (b) The course can lead to genuine change in the understanding of sustainability; (c) Teaching sustainability online is different; (d) Involvement in the course impacts upon teaching practices; (e) Cultural and disciplinary diversity within both the course team and the student cohort is a major contributor to the overall sustainable development learning experience in the NOOC/MOOC. It is hoped that the findings of the study will pave the way for engineering and non-engineering educators to explore the potential of integrating sustainability within the modules they teach, via online teaching and learning means. © 2017 Engineers Australia. Taylor and Francis Ltd. 2016 Article NonPeerReviewed https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028643160&doi=10.1080%2f22054952.2017.1307592&partnerID=40&md5=2c2506af40fb0b392bf9f19f7fec7d08 Sivapalan, S. and Clifford, M.J. and Speight, S. (2016) Engineering education for sustainable development: using online learning to support the new paradigms. Australasian Journal of Engineering Education, 21 (2). pp. 61-73. http://eprints.utp.edu.my/25763/
institution Universiti Teknologi Petronas
building UTP Resource Centre
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Petronas
content_source UTP Institutional Repository
url_provider http://eprints.utp.edu.my/
description This paper explores the experiences of three academic members of the University of Nottingham Open Online Course (NOOC) and Massive Open Online Course (MOOC) team, comprising an engineer (tutor), an engineering education specialist (facilitator) and a specialist in higher education pedagogy (convenor). The paper explores notions of what makes for effective teaching of sustainability within a multidisciplinary online context, and the extent to which this experience has impacted upon personal behaviours and attitudes to sustainability, from an Engineering Education for Sustainable Development (EESD) perspective. Team members� experiences are further supported by findings from student and learner evaluations of the NOOC and MOOC courses. Key findings of the research include (a) Interdisciplinarity is a strength of the course (b) The course can lead to genuine change in the understanding of sustainability; (c) Teaching sustainability online is different; (d) Involvement in the course impacts upon teaching practices; (e) Cultural and disciplinary diversity within both the course team and the student cohort is a major contributor to the overall sustainable development learning experience in the NOOC/MOOC. It is hoped that the findings of the study will pave the way for engineering and non-engineering educators to explore the potential of integrating sustainability within the modules they teach, via online teaching and learning means. © 2017 Engineers Australia.
format Article
author Sivapalan, S.
Clifford, M.J.
Speight, S.
spellingShingle Sivapalan, S.
Clifford, M.J.
Speight, S.
Engineering education for sustainable development: using online learning to support the new paradigms
author_facet Sivapalan, S.
Clifford, M.J.
Speight, S.
author_sort Sivapalan, S.
title Engineering education for sustainable development: using online learning to support the new paradigms
title_short Engineering education for sustainable development: using online learning to support the new paradigms
title_full Engineering education for sustainable development: using online learning to support the new paradigms
title_fullStr Engineering education for sustainable development: using online learning to support the new paradigms
title_full_unstemmed Engineering education for sustainable development: using online learning to support the new paradigms
title_sort engineering education for sustainable development: using online learning to support the new paradigms
publisher Taylor and Francis Ltd.
publishDate 2016
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028643160&doi=10.1080%2f22054952.2017.1307592&partnerID=40&md5=2c2506af40fb0b392bf9f19f7fec7d08
http://eprints.utp.edu.my/25763/
_version_ 1738656776445755392
score 13.211869

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