Skip to main content
Search for Articles:
Acta Pedagogia Asiana
Share

Open Access Articles

Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect

by Kuok Ho Daniel Tang 1 , 2 ,
1 Department of Environmental Science, University of Arizona at Northwest A&F University, Yangling, Shaanxi Province, China
2 Environmental Science Programme, BNU-HKBU United International College, Zhuhai, Guangdong Province, China

SUBMITTED: 03 July 2022; ACCEPTED: 17 August 2022; PUBLISHED: 23 August 2022

Submission to final decision takes 45 days.


Get rights and content
Creative Commons Attribution 4.0 International License

Abstract

Abstract

The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.
Previous article

Keywords: climate change; learning; teaching; assessment; community

Creative Commons Attribution 4.0 International (CC BY 4.0) License
© 2022 Kuok Ho Daniel Tang. This is an open access article distributed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Share and Cite

ACS Styles
APA Styles
Tang, K. H. D. (2022). Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect. Acta Pedagogia Asiana, 2(1), 1–13. https://doi.org/10.53623/apga.v2i1.104
MLA Styles
Find Other Styles

. Wang, W. (2015). An Exploration of Patterns in the Practice of Education for Sustainable Development in China: Experience and Reflection. Open Journal of Social Sciences, 03(05), 64–75. https://doi.org/10.4236/jss.2015.35010.

. Tang, K.H.D. (2021). Education for Sustainable Development from the Perspective of Christianity: Pedagogies and Prospects. European Journal of Education Studies, 8, 4. https://doi.org/10.46827/Ejes.V8i4.3678. .

. ESD—Building a better, fairer world for the 21st century. (accessed on 1 July 2022) Available online: http://u4614432.fsdata.se/wp-content/%0Auploads/2013/09/esd.pdf.

. Climate Change and Sustainable Development: The Response from Education. (accessed on 1 July 2022) Available online: https://dpu.au.dk/fileadmin/www.dpu.dk/viden/temaeraaa/ klimaogmiljoepaedagogik/forskning_miljoe-og-sundhedspaedagogik_klimakonference-2009_20091210145855_dpu_recommendations.pdf.

. Tang, K.H.D. (2018). Correlation between sustainability education and engineering students’ attitudes towards sustainability. International Journal of Sustainability in Higher Education, 19(3), 459–472. https://doi.org/10.1108/IJSHE-08-2017-0139.

. Tomas, L.; Mills, R.; Rigano, D.; Sandhu, M. (2020). Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia. Australian Journal of Environmental Education, 36(1), 44–62. https://doi.org/10.1017/aee.2020.7.

. Ezeh, M.N.E. (2015). A Christian Approach to Education for Sustainable Development. Journal of US-China Public Administration, 12(5), 337–344. https://doi.org/10.17265/1548-6591/2015.05.001.

. Lozano, R.; Barreiro-Gen, M.; Lozano, F.J.; Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability, 11(6), 1–17. https://doi.org/10.3390/su11061602.

. Fischer, D.; Aubrecht, E.L.; Brück, M.; Ditges, L.; Gathen, L.; Jahns, M.; Wellmann, C. (2015). UN global action programme and education for sustainable development: A critical appraisal of the evidence base. Discourse and Communication for Sustainable Education, 6(1), 5–20.

. Pauw, J.B.; Gericke, N.; Olsson, D.; Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693–15717.

. Leal Filho, W.; Hemstock, S.L. (2019). Climate Change Education: An Overview of International Trends and the Need for Action. In Climate Change and the Role of Education; Leal Filho, W. & Hemstock, S.L., Eds.; Springer: Cham, Switzerland, pp. 1–17. https://doi.org/10.1007/978-3-030-32898-6_1.

. Anderson, A. (2012). Climate Change Education for Mitigation and Adaptation. Journal of Education for Sustainable Development, 6(2), 191–206. https://doi.org/10.1177/0973408212475199.

. Tang, K.H.D. (2019). Are We Already in a Climate Crisis? Global Journal of Civil and Environmental Engineering, 1, 25–32.

. Stevenson, R.B.; Nicholls, J.; Whitehouse, H. (2017). What Is Climate Change Education? Curriculum Perspectives, 37(1), 67–71. https://doi.org/10.1007/s41297-017-0015-9.

. Tang, K.H.D.; Hadibarata, T. (2022). What are stopping university students from acting against climate change? Community Engagement in Higher Education, 1, 1–13.

. Agbedahin, A.V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669–680. https://doi.org/https://doi.org/10.1002/sd.1931.

. Education for Sustainable Development - A roadmap. (accessed on 1 July 2022) Available online: https://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=en.

. Perkins, K.M.; Munguia, N.; Moure-Eraso, R.; Delakowitz, B.; Giannetti, B.F.; Liu, G.; Nurunnabi, M.; Will, M.; Velazquez, L. (2018). International perspectives on the pedagogy of climate change. Journal of Cleaner Production, 200, 1043–1052. https://doi.org/https://doi.org/10.1016/j.jclepro.2018.07.296.

. Monroe, M.C.; Plate, R.R.; Oxarart, A.; Bowers, A.; Chaves, W.A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842.

. Vicente-Molina, M.A.; Fernández-Sáinz, A.; Izagirre-Olaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behaviour: comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130–138. https://doi.org/10.1016/j.jclepro.2013.05.015.

. Guagnano, G.A.; Stern, P.C.; Dietz, T. (1995). Influences on Attitude-Behavior Relationships: A Natural Experiment with Curbside Recycling. Environment and Behavior, 27(5), 699–718. https://doi.org/10.1177/0013916595275005.

. Arbuthnott, K.D. (2009). Education for sustainable development beyond attitude change. International Journal of Sustainability in Higher Education, 10(2), 152–163. https://doi.org/10.1108/14676370910945954.

. Tang, K.H.D. (2022). Climate Change Policies of the Four Largest Global Emitters of Greenhouse Gases: Their Similarities, Differences and Way Forward. Journal of Energy Research and Reviews, 10(2). https://doi.org/10.9734/JENRR/2022/v10i230251.

. Singh, P.; Rowan, L.; Allen, J. (2019). Reflection, research and teacher education. Asia-Pacific Journal of Teacher Education, 47(5), 455–459. https://doi.org/10.1080/1359866X.2019.1665300.

. Mortari, L. (2015). Reflectivity in Research Practice: An Overview of Different Perspectives. International Journal of Qualitative Methods, 14(5), 1609406915618045. https://doi.org/10.1177/1609406915618045.

. Leberman, S.I.; Martin, A.J. (2004). Enhancing transfer of learning through post-course reflection. Journal of Adventure Education and Outdoor Learning, 4(2), 173–184. https://doi.org/10.1080/14729670485200521.

. Fathelrahman, A. (2019). Using reflection to improve distance learning course delivery: a case study of teaching a management information systems course. Open Learning: The Journal of Open, Distance and e-Learning, 34(2), 176–186. https://doi.org/10.1080/02680513.2018.1508338.

. Tang, K.H.D.; Hadibarata, T. (2022). Seagrass Meadows under the Changing Climate: A Review of the Impacts of Climate Stressors. Research in Ecology, 4(1), 27–36.

. Tang, K.H.D. (2019). Climate change and paddy yield in Malaysia: A short communication. Global Journal of Civil and Environmental Engineering, 1, 14–19.

. Tang, K.H.D. (2020). Implications of Climate Change on Marine Biodiversity. Global Journal of Agriculture and Soil Science, 1(1), 1–6.

. Climate Change Education in China. (accessed on 1 July 2022) Available online: https://www.climatescorecard.org/2020/01/climate-change-education-in-china/.

. Tang, D.K.H. (2021). A Case Study of Outcome-based Education: Reflecting on Specific Practices between a Malaysian Engineering Program and a Chinese Science Program. Innovative Teaching and Learning, 3(1), 86–104.

. Markkanen, P.; Välimäki, M.; Anttila, M.; Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting. Educational Research, 62(1), 46–62. https://doi.org/10.1080/00131881.2020.1711790.

. Leiber, T.; Stensaker, B.; Harvey, L.C. (2018). Bridging theory and practice of impact evaluation of quality management in higher education institutions: a SWOT analysis. European Journal of Higher Education, 8(3), 351–365. https://doi.org/10.1080/21568235.2018.1474782.

. Longhurst, G.J.; Stone, D.M.; Dulohery, K.; Scully, D.; Campbell, T.; Smith, C.F. (2020). Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic. Anatomical Sciences Education, 13(3), 301–311. https://doi.org/https://doi.org/10.1002/ase.1967.

. Helms, M.M.; Nixon, J. (2010). Exploring SWOT analysis – where are we now? Journal of Strategy and Management, 3(3), 215–251. https://doi.org/10.1108/17554251011064837.

. Nam, Y.; Ito, E. (2011). A Climate Change Course for Undergraduate Students. Journal of Geoscience Education, 59(4), 229–241. https://doi.org/10.5408/1.3651405.

. Tang, K.H.D.; Intai, R. (2018). Effectiveness of audio-visual aids in teaching lower secondary science in a rural secondary school. Asia Pacific Journal of Educators and Education, 32, 91–106.

. Shon, H.; Smith, L. (2011). A Review of Poll Everywhere Audience Response System. Journal of Technology in Human Services, 29(3), 236–245. https://doi.org/10.1080/15228835.2011.616475.

. Wang, A. I.; Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818.

. Gamage, S.H.P.W.; Ayres, J.R.; Behrend, M.B.; Smith, E.J. (2019). Optimising Moodle quizzes for online assessments. International Journal of STEM Education, 6(1), 27. https://doi.org/10.1186/s40594-019-0181-4.

. Greenhow, C.; Lewin, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954.

. Henderson, P. (2008). Electronic Grading and Marking: A Note on Turnitin’s Grademark Function. History Australia, 5(1), 11.1-11.2. https://doi.org/10.2104/ha080011.

. Guan, X.; Jones, G. (2011). Unlearning and relearning: Chinese students in a New Zealand first year undergraduate class. New Zealand Journal of Teachers’ Work, 8(2), 208-219.

. Fang-yu, C. (2011). The causes of learners’ reticence and passivity in English classrooms in Taiwan. Journal of Asia TEFL, 8(1), 1-22.

. Blanchard, K.D. (2012). Modeling Lifelong Learning: Collaborative Teaching across Disciplinary Lines. Teaching Theology & Religion, 15(4), 338–354. https://doi.org/10.1111/j.1467-9647.2012.00826.x.

. McCleary, K.W.; Weaver, P.A. (2009). The Effective Use of Guest Speakers in the Hospitality and Tourism Curriculum. Journal of Teaching in Travel & Tourism, 8(4), 401–414. https://doi.org/10.1080/15313220903152910.

. Fauville, G.; Lantz-Andersson, A.; Mäkitalo, Å.; Dupont, S.; Säljö, R. (2016). The Carbon Footprint as a Mediating Tool in Students’ Online Reasoning about Climate Change. In Learning across Contexts in the Knowledge Society. The Knowledge Economy and Education; Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K.C., Pruulmann-Vengerfeldt, P., Jóhannsdóttir, T., Eds.; Sense Publishers: Rotterdam, Netehrland, pp. 179-201. https://doi.org/10.1007/978-94-6300-414-5_10.

. Gillett-Swan, J. (2017). The challenges of online learning: supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30. https://doi.org/10.5204/jld.v9i3.293.

. Tang, K.H.D.; Kurnia, S. (2015). Perception of 2014 Semester 2 Foundation Engineering Students of Curtin University Sarawak on the Usage of Moodle for Learning. 3rd International Higher Education Teaching and Learning Conference, Miri, Malaysia.

. Dong, F. (2012). Controlling the internet in China: The real story. Convergence, 18(4), 403–425.

. Tang, K.H.D. (2022). Impacts of COVID-19 on primary, secondary and tertiary education: a comprehensive review and recommendations for educational practices. Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-022-09319-y.

. Tang, K.H.D. (2020). Personality traits, teamwork competencies and academic performance among first-year engineering students. Higher Education, Skills and Work-Based Learning, 11, 367-385. https://doi.org/10.1108/HESWBL-11-2019-0153.

Article Metrics

For more information on the journal statistics, click here.