Meeting the challenges of active learning in Web‐based case studies for sustainable development

Creating an online tutorial to develop academic and research skills

“…There is evidence from both the education and IL literature, that students have a positive attitude towards online learning, as it offers greater flexibility in how and when to learn (Holley and Oliver 2010;Hutchings et al 2007;Race 2007;Silver and Nickel 2007;Sharpe et al 2006). This flexibility can be used to combat the problem described by Webb and Powis (2004, p.18) as a "general and diverse target group" (student groups from a range of backgrounds, with varying degrees of IL skills), as well as the difficulties in timetabling a workshop outside of a module, a course with many part-time learners or a distance learning course.…”

“…A common problem, as described by Salmon (2003), is that resources are largely reading and writing based. For an online tutorial to succeed in developing student skills, it must incorporate a combination of activities and information to encourage learning by doingpromoting student interaction and engagement (Hutchings et al 2007;Race and Pickford 2007;Roberts and Levy 2005;Biggs 2003). Incorporating audio, video, animation, and interactive exercises along with text-based instruction can be used to better meet the needs of students with a range of different learning styles -especially those who are more visual thinkers (Cornelius and Gordon 2009;Lo and McCraw Dale 2009;Greener 2008;Silver and Nickel 2007;Peacock 2005).…”

Investment in Sustainable Development: A UK Perspective on the Business and Academic Challenges

“…The RAEng visiting professors" scheme has operated at Bournemouth University since 2000. This has helped to promote sustainability within the design curriculum through the development of an online learning and assessment environment [12,35] and through the Smith and Nephew Sustainable Development Award.…”

“…For higher education the drive for sustainable development education within the design and engineering curriculum has been widespread for at least a decade. However, much of the focus has been towards the aspects of environmental impact, recycling and materials; essentially eco-design [11,12]. There have been misinterpretations in the very meaning of sustainable development [13], both from academics and students alike as well as resistance to embedding within the curriculum [7].…”

Optimal Timing in Online Task Deadlines: What if Students Procrastinate (A Little)?

“…Consequently, as the Internet is having a notable effect on the way of teaching and learning (Bennett & Marsh, 2002), when the Internet is chosen as the principal delivery vehicle it implies important challenges for the design of active learning (Hutchings, Hadfield, Howart, & Lewarne, 2007). While the Internet favors "convenience" (in terms of study location or time, one can learn at his or her own pace, one can work on the course anywhere on has computer access) and is less expensive (there are no travel and housing costs), it has limited social face-to-face interaction, the instructors never know whether the students are learning what the instructors are saying they should be learning, it forces the instructors to keep up with new technologies (traditional instructors might have a difficult time trying to adapt to the new environment), and the student must have a strong discipline and be self-motivated to complete the tasks set during the learning program (Bennett & Marsh, 2002;Hutchings et al, 2007;Larreamendy-Joerns & Leinhardt, 2006).…”