The virtual campus: a new place for (lifelong) learning?

Elger, Dietrich; Russell, Peter

doi:10.1016/s0926-5805(03)00046-3

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…Previous studies have already pointed out that with the development of Internet, online courses will become a popular trend and an effective teaching method in the future [24] , [26] , [27] . To confirm the energy-saving potential of virtual campuses, this study investigated the energy use characteristics in Griffith University during COVID-19 and analysed the occupancy conditions during this period.…”

Section: Discussionmentioning

confidence: 99%

“…This can offer students greater flexibility in terms of the schedule, lower tuition fees and broader subject choices [25] . Previous studies have already indicated that, despite not being face-to-face, virtual campuses offer an effective teaching method [26] and can differentiate the grades of different students [27] . Under such circumstances, these campuses may use less energy than traditional campuses.…”

Section: Introductionmentioning

confidence: 99%

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The impact of COVID-19 on higher education building energy use and implications for future education building energy studies

Gui

Gou

Zhang

et al. 2021

Energy and Buildings

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Although COVID-19 has significantly changed the higher educational sector, there are few studies revealing how this pandemic has changed the energy use of higher education buildings. This study was conducted not only to disclose the energy use change under COVID-19 but also to identify the corresponding facilities management strategies for future learning and teaching delivery modes under virtual campuses. This study collected the energy use data of 122 buildings across five campuses in Griffith University, located in Southeast Queensland, Australia, during the COVID-19 academic year (February 17, 2020, to February 21, 2021) and during a typical normal academic year (February 18, 2019, to February 16, 2020) by PI Vision Platform, and compared the data using the t -test and multiple linear regression. The results indicated that learning and administration activities became off campus during the pandemic, while research activities remained on campus. During the COVID-19 academic year, an amount of 9,646,933 kWh energy or around 24.88 kWh/m 2 of energy use intensity was saved, which accounted for 16% of the total energy use per academic year. Specifically, the shutting down of air conditioning in academic buildings, administration buildings, retail buildings and teaching buildings during COVID-19 saved 4,566 kWh (1.13 kWh/m 2 ), 966 kWh (0.8 kWh/m 2 ), 1,472 kWh (1.4 kWh/m 2 ) and 860 kWh (1.3 kWh/m 2 ) of electricity use per week, respectively, which accounted for 51.5%, 44.3%, 48.3% and 57.1% of total energy use per week during this period, respectively. Based on this analysis and the changing educational environment, this study also speculated on the energy implications of future teaching and learning practices, which provided guidance to the facilities management under virtual campuses.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impact of COVID-19 on higher education building energy use and implications for future education building energy studies

Gui

Gou

Zhang

et al. 2021

Energy and Buildings

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“…The organization and size of a VDS depend on the number of projects, the number of participants, the type of digital media and tools used, and the duration of the project. The purposes and objectives of these VDS can be divided into three categories: (1) campus usage, which provides support to design courses and design information communications (Budd et al 1999;Craig and Zimring 2000); (2) design collaboration usage, which provides a platform for school-toschool or country-to-country design collaboration, thereby providing an opportunity for students and teachers to work with other students or experts in other environments (Brusasco et al 2000;Dave and Danahy 2000;Elger and Russell 2003;Kolarevic et al 2000); and (3) multidisciplinary collaboration which focuses on interdisciplinary design collaboration and provides a platform for integrating students with experts from different fields (Ž avbi and Tavčar 2005). According to their degree of use of the Internet (World Wide Web), the Internet-mediated courses can be divided into different levels, from those that provide only basic course information to those that put all course content and course interaction online.…”

Section: The Potential Of the Internet For Professional Design Educationmentioning

confidence: 99%

Student response to an Internet-mediated industrial design studio course

Chen

You

2008

Int J Technol Des Educ

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The purpose of this study is to investigate student attitudes towards and perceptions of using the Internet and information technology to mediate a design studio course and to propose guidelines and suggestions for developing Internet-mediated design studio courses. Two classes of third-year undergraduate industrial design students in two collaborating universities in Taiwan-Chang Gung University and National Yunlin University of Science and Technology-participated in an experimental design studio course mediated with an online design learning environment. Surveys and focus group interviews were conducted at the end of the course to record students' attitudes and perceptions. The students thought that the approach used had a positive influence on design teaching and learning and expressed acceptance of using the Internet to support design education. Finally, suggestions were proposed to help design educators in adopting, modifying, and developing systems for using the Internet to mediate design studio courses.

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