Caird, Sally; Lane, Andy; Swithenby, Ed; Roy, Robin and Potter, Stephen
PDF (Accepted Manuscript)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (1044Kb) | Preview
|DOI (Digital Object Identifier) Link:||http://doi.org/10.1108/IJSHE-06-2013-0065|
|Google Scholar:||Look up in Google Scholar|
This research examines 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 ICT-enhanced blended teaching models.
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 Information and Communication Technologies (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.
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% and achieved significant carbon reductions of 83% 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.
New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel, residential and campus accommodation.
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.
|Item Type:||Journal Article|
|Copyright Holders:||2015 Emerald Group Publishing Limited|
|Project Funding Details:||
|Extra Information:||Awarded the Outstanding Paper in the 2016 Emerald Literati Network Awards for Excellence|
|Keywords:||carbon impacts of higher education courses; environmental impacts of teaching and learning; Low carbon teaching models; environment assessment methods; Greening pedagogical design; online learning|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Engineering and Innovation
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Other Departments > Learning and Teaching Solutions
|Interdisciplinary Research Centre:||Innovation, Knowledge & Development research centre (IKD)|
|Depositing User:||Sally Caird|
|Date Deposited:||04 Nov 2013 09:18|
|Last Modified:||02 Aug 2016 19:57|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.