Exploring Acceptance Towards Environmental Sustainability of Distance Education in Malaysia

Harizan, Siti Haslina Md; Hilmi, Mohd Faiz; Atan, Hanafi

doi:10.1515/msd-2017-0003

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…The alternatives which can be considered to make up for this shortfall Open, distance and e-learning concerning ODeL, provide the context for this paper. This connects with related contributions on sustainability learning in ODeL in South Africa (Pretorius et al, 2016), Malaysia (Harizan et al, 2016) and Sweden (Richter et al, 2015).…”

Section: Sustainability Linkages In Open Distance and E-learningmentioning

confidence: 55%

Creating a context for campus sustainability through teaching and learning

Pretorius

Anderson

Khotoo

et al. 2019

IJSHE

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Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.

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Section: Sustainability Linkages In Open Distance and E-learningmentioning

confidence: 55%

Creating a context for campus sustainability through teaching and learning

Pretorius

Anderson

Khotoo

et al. 2019

IJSHE

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“…The integration of technology in the field of education has facilitated the emergence of online and remote learning, a phenomenon that has been commended for its potential to promote environmental sustainability [3][4][5][6]. The notion of sustainability is widely seen as crucial in addressing multifaceted environmental and societal challenges and is considered essential for the well-being of both current and future generations [7].…”

Section: Background Of Studymentioning

confidence: 99%

“…Traditionally, the concept of sustainability in the realm of education has been largely interpreted from an environmental perspective, focusing on the survival of educational institutions [5,6,11]. However, it is crucial to acknowledge the significance of online and distance education programmes in fulfilling the fundamental principles of sustainability.…”

Section: Background Of Studymentioning

confidence: 99%

Composite sustainability index for online and distance education

Harizan,

Shah

2023

ijirss

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The surge in internet usage and the influence of the COVID-19 pandemic have emphasized the significance of online and distance education. However, there is a scarcity of scholarly research on the sustainability of initiatives implemented through these modalities, and the existing measurement methodologies for sustainability are not well suited to this particular context. This study aims to elucidate the relationship between sustainability and the performance of online and distance education and proposes a composite sustainability index to assess these programmes. The methodology for constructing this index follows the stages outlined by the Organization for Economic Co-operation and Development (OECD) and employs both qualitative and quantitative approaches. The qualitative techniques involve interviews conducted with a group of field experts in order to ascertain the prioritization of indicators. Data from these interviews is used to identify key indicators for further prioritization. The application of quantitative analysis involves the characterization of participants and the execution of calculations for finalizing, weighting, normalizing, and aggregating indicators, resulting in the creation of the composite sustainability index. This mixed-method approach is consistently applied throughout the index development process. The study yields a comprehensive sustainability index that assesses online and remote education programmes. It identifies 15 sustainability criteria corresponding to key sustainability dimensions and quality deployment pillars. The practical implications of these indices hold great significance, as they can provide valuable guidance to strategic decision-makers in enhancing current offers and shaping future policies and resource allocations for programmes delivered through online and distance education methods.

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“…“However, only now has it become a unique resource to satisfy the educational needs” ( Mukan and Lavrysh, 2020 , p. 109). It was not included under the frame of formal education until the spread of COVID-19 ( Harizan et al, 2016 ) because of manifold problems that need fixing ( Gabelaia, 2019 ). Those problems include isolation, limited interaction, technological limitations ( Nenko et al, 2020 ), the need to cater for an effective learning environment ( Boelens et al, 2017 ), high chances of distraction, lack of motivation ( Abbasi et al, 2020 ), inadequate digital fluency ( Agnoletto and Queiroz, 2020 ), and lack of validity and reliability demands associated with online-only assessment ( Kearns, 2012 ; Oncu and Cakir, 2011 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

Sharadgah

Sa’di

2021

E-Learning and Digital Media

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The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

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Exploring Acceptance Towards Environmental Sustainability of Distance Education in Malaysia

Cited by 3 publications

References 14 publications

Creating a context for campus sustainability through teaching and learning

Creating a context for campus sustainability through teaching and learning

Composite sustainability index for online and distance education

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

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