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: Online learning -- Carbon impacts of higher education courses -- Environment assessment methods -- Environmental impacts of teaching and learning -- Greening pedagogical design -- Low carbon teaching models; 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 : Purpose: – 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. Design/methodology/approach: – 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 CO2 emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers. Findings: – 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. Practical implications: – New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation. Originality/value: – 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.