An Interactive Online Course in Climate and Climate Change: Advancing Climate Literacy for Non–Atmospheric Science Majors

Dzambo, Andrew M.; Mooney, Margaret; Handlos, Zachary; Lindstrom, Scott B.; Hang, Yun; Ackerman, S. A.

doi:10.1175/bams-d-19-0271.1

Cited by 2 publications

(1 citation statement)

References 20 publications

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“…According to Alvarado-Alcantar, Keeley and Sherrow [28], enrolment at the secondary level of the blended learning approach increased 500% from 2002 to 2010 in America, which shows the acceptability of the blended learning approach. This is the age of information technology, and many institutions have started to impart online learning [38,39]. Due to drastic changes in technology, students have multiple options of how to interact with teachers and their class fellows.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches

et al. 2022

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Teacher education has a large and favorable impact on a teacher’s performance. Effective training brings improvement in the productivity and performance of employees due to the acquisition of new knowledge and skills. The National Vocational and Technical Training Commission organized an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed at finding out the effectiveness of that in-service vocational teachers’ training program. The four levels of the Kirkpatrick model were used as the theoretical framework. A survey approach was used to collect data from 629 in-service vocational teachers who took part in the training program through blended learning approaches. Partial least square structural equation modeling was applied to find the hierarchal relationship among the four levels of the Kirkpatrick model. The results of the current research revealed that trainees were satisfied at all four levels of the Kirkpatrick model, including the reaction, learning, behavior and results. A hierarchal relationship between the four levels of the Kirkpatrick model was also found for the evaluation of the training program. The direct effect of the reaction had a positive and significant relationship with learning, learning with behavior and behavior with the results. The results of the specific indirect relationship among the four levels clearly depicted that behavior was mediated through learning and the results, learning was mediated through the reaction and behavior and behavior was mediated through the reaction and results. This study is useful for vocational education institutions and skill development policymakers to design in-service training programs for in-service teachers. Future studies can be conducted about the adaptation of instructions for the in-service vocational teachers’ training program through blended learning approaches.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches

et al. 2022

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The Demise of the Knowledge–Action Gap in Climate Change Education

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Middlecamp

Martin

et al. 2022

Bulletin of the American Meteorological Society

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Advances in science literacy documented in an undergraduate course on Climate and Climate Change at the University of Wisconsin-Madison (UW) in 2020 begged the question: does the new climate knowledge translate into behavior change? Traditionally a “knowledge-action gap” has undermined educators’ efforts to galvanize actions towards mitigating climate change. Through a survey focused on carbon footprint and civic engagement and testimonials gleaned from students’ capstone elevator speeches, this study presents an encouraging update on young adults’ response to the climate crisis. By comparing responses to a similar survey distributed to UW students in another undergraduate course in 2021, we show that the course focused on Climate and Climate Change motivated behavior modifications that lighten carbon footprint to a greater degree than a traditional introductory meteorology course.

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An Interactive Online Course in Climate and Climate Change: Advancing Climate Literacy for Non–Atmospheric Science Majors

Abstract: Capsule Summary An online “Climate and Climate Change” course out of Madison, Wisconsin has been advancing climate literacy to an expanding audience of undergraduates since 2013.

Cited by 2 publications

References 20 publications

Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches

Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches

The Demise of the Knowledge–Action Gap in Climate Change Education

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