Design of higher education teaching models and carbon impacts. Issue 1 (5th January 2015)

• Record Type: Journal Article
• Authors: Caird, Sally; Lane, Andy; Swithenby, Ed; Roy, Robin; Potter, Stephen
• Is Part Of: International journal of sustainability in higher education. Volume 16:Issue 1(2015)
• Page Start: 96
• Page End: 111
• Publication Date: 2015-01-05
• Subjects: Environmental education -- Periodicals; Environmental responsibility -- Study and teaching (Higher) -- Periodicals; Sustainable development -- Periodicals; 333.70711
• DOI: 10.1108/IJSHE-06-2013-0065
• Languages: English
• ISSNs: 1467-6370

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models. </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO<sub>2</sub> emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing. </p> </sec> <sec> <title content-type="abstract-heading">Practical implications</title> <p> – New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.</p> </sec> </abstract>