Promoting green building literacy through online laboratory experiences

Abstract

Purpose

This study examines a general education, hands-on and 100 per cent online laboratory course to better understand the prospects for fostering green building literacy through experiential online education.

Design/methodology/approach

The mixed-methods research design included pre- and post-course surveys (n = 42) together with semi-structured interviews mid-semester (n = 10) and four to six months post-course (n = 5). Data were collected for two semesters.

Findings

Students experienced significant increases in green building knowledge and skills, environmental sensitivity and pro-environmental behaviors from the beginning to the end of the course. Qualitative results indicate that the hands-on laboratory assignments were the primary pedagogical interventions affecting change. Interviews four to six months after the course revealed that motivation, convenience and supportiveness of the context were key factors impacting the pro-environmental behaviors that were maintained versus those that were discontinued by students when the course was over.

Practical implications

This paper shares effective approaches used to deliver an online course with hands-on laboratories that lead to positive increases in sustainability knowledge and behaviors stretching beyond the semester.

Originality/value

While online and experiential learning are both well-studied themes in higher education, very little empirical work examines experiential online learning, and this is particularly the case for online laboratory courses. The work here contributes to the understanding of general education online laboratories that are designed to increase knowledge and behavior change through hands-on experiential learning techniques.

Citation

Cole, L.B., Quinn, J., Akturk, A. and Johnson, B. (2019), "Promoting green building literacy through online laboratory experiences", International Journal of Sustainability in Higher Education, Vol. 20 No. 2, pp. 264-287. https://doi.org/10.1108/IJSHE-09-2018-0149