Interactive and situated learning in education for sustainability

Abstract

Purpose This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/methodology/approach The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback. Findings The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning. Research limitations/implications The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts. Originality/value Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.

Authenticating the learning environment

“…In fact, 48% of academic participants stated that they foresaw having to change their approach to teaching and learning in order to maintain an authentic learning environment due to growing student numbers. This is supported by Altomonte et al (2016), Godfrey, Illes and Berry (2005) and Currie and Knights (2003) who suggest that a holistic and integrated business curriculum is needed. For example, when asked about the sustainability of such learning strategy, one academic participant noted that:…”

Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators

“…The groups reported an enriching experience working together where respect for one another was realised as well as experiences of selfdiscovery [35] and development of higher order cognitive thinking. The different frames of reference and varied opinions that were shared using the participatory approach confirm the groups experiencing having learnt a lot from one another through social learning [34,45]. Hence the general knowledge of the group members was enriched.…”

“…The students' experiences prove Bandura's social learning theory correct, as it emphasises that the students are not driven internally or by environmental influences. Students are motivated to learn socially because of a continuous reciprocal interaction between their own behaviour and its controlling conditions-their eagerness to work cooperatively participating and gaining skills [10] in ESD learning activities [15,45]. The students' learning experience is a result of the behavioural observation of others [70].…”

“…When the students' expectations were met within a realistic learning community, and trust was achieved, active learning was realised. Altomonte et al [45] found that interactive and situated learning can provide a relevant contribution to improve students' academic results in sustainability education. It was also found that situated learning in an IHE context can enhance learner-centred pedagogies and can offer methods of communication that can enhance the educational experience.…”

Smart-education as the Factor of Sustainable Development

“…In this regard, it seems appropriate to pay attention to the position of researchers who emphasize that information and communication technologies aimed at improving the educational process can greatly contribute to the implementation of sustainable development of higher education. This is possible due to the availability of interactive communication and contextualization of knowledge, as well as flexible schedule and pace of learning [9].…”