Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/21406
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dc.contributorDepartment of Building and Real Estate-
dc.creatorZhan, Z-
dc.creatorFong, PS-
dc.creatorMei, H-
dc.creatorChang, X-
dc.creatorLiang, T-
dc.creatorMa, Z-
dc.date.accessioned2015-07-13T10:35:14Z-
dc.date.available2015-07-13T10:35:14Z-
dc.identifier.issn2071-1050-
dc.identifier.urihttp://hdl.handle.net/10397/21406-
dc.language.isoenen_US
dc.publisherMDPI AGen_US
dc.rights© 2015 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).en_US
dc.rightsThe following publication Zhan, Z., Fong, P. S., Mei, H., Chang, X., Liang, T., & Ma, Z. (2015). Sustainability education in massive open online courses : a content analysis approach. Sustainability (Switzerland), 7(3), (Suppl. ), 2274-2300 is available athttps://dx.doi.org/10.3390/su7032274en_US
dc.subjectContent analysisen_US
dc.subjectInteraction patternen_US
dc.subjectLearning contenten_US
dc.subjectMoocen_US
dc.subjectOpen coursewareen_US
dc.subjectOpen educational resourceen_US
dc.subjectPedagogical methodsen_US
dc.subjectSustainability educationen_US
dc.titleSustainability education in massive open online courses : a content analysis approachen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage2274-
dc.identifier.epage2300-
dc.identifier.volume7-
dc.identifier.issue3-
dc.identifier.doi10.3390/su7032274-
dcterms.abstractThe purpose of this study was to investigate the current status of sustainability education in Massive Open Online Courses (MOOCs). Sample MOOCs were searched for from seven popular platforms and three search engines. After screening, 51 courses were identified as the final sample. Course description, content outlines, reading materials, recommended textbooks and discussion threads were coded to obtain insights into sustainability education learning contents, pedagogical methods, and interaction situations. Results indicated that: (1) Edx and Coursera are platforms that incorporated the most sustainability-related courses, and most instructors were senior academics with the title of professor. American and European countries outperformed other English speaking countries as early birds in sustainability education using MOOCs. The average course length of our MOOC samples is 7.6 weeks, which is much shorter than a typical face-to-face college course; (2) Current MOOCs provided mainly introductory-level courses without prerequisites. Fourteen sustainability-related hot topics and five most popular textbooks were identified; (3) The pedagogical means used most frequently were discussion forums and lecture videos, while pedagogies such as team-based learning were not used to a large extent; (4) Learner interaction flourished in MOOCs, and sub-forums regarding Lecture Reflection, Welcome and Introduction were posted with most threads, replies, and votes. Our findings suggest that the MOOC is an innovative method in sustainability education and research. A variety of information and strategies could be used when preparing sustainability-related MOOCs.-
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationSustainability (Switzerland), Mar. 2015, v. 7, no. 3, p. 2274-2300-
dcterms.isPartOfSustainability (Switzerland)-
dcterms.issued2015-
dc.identifier.scopus2-s2.0-84926389896-
dc.identifier.rosgroupid2014001430-
dc.description.ros2014-2015 > Academic research: refereed > Publication in refereed journal-
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumberOA_IR/PIRAen_US
dc.description.pubStatusPublisheden_US
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