Activating Communities of Learning among Online Energy and Environmental Science Graduate Students with Vlogging and Scholar-Practitioner Interviews

Abstract

This chapter provides two case studies of online graduate student engagement where a community of learning is fostered using Bronfenbrenner’s (1979, 2001) ecological systems theory. The first case study explores an online graduate Sustainability Science course where students were provided with a space in VoiceThread to create video blogs (vlogs) and to extend course content with dialogue based on their values, relationships, and perspectives on issues like environmental degradation, social justice, and quality of life. The second case study surveys an online graduate course in Solar Energy, Technology, and Policy. These students completed a scholar-practitioner interview assignment of a solar energy expert, professional, entrepreneur, or policymaker. Both vlogging and scholar-practitioner interviews engaged graduate students in all of Bronfenbrenner’s (1979, 2001) ecological systems. For the vlogging assignment, the microsystem, mesosystem, and macrosystem were the most engaged; whereas for the scholar-practitioner interview assignment, the microsystem and exosystem were the most engaged. With respect to community building, both assignments fostered student-to-student interactions. The scholar-practitioner interview also fostered student-to-scholar-practitioner interactions, and, in some cases, student-to-alumni interactions. Innovative course assignments that engage professional, part-time graduate students with course content and other students, allow them to apply new knowledge, and broaden their professional connections are ideal.

Citation

da Rosa, J. (2021), "Activating Communities of Learning among Online Energy and Environmental Science Graduate Students with Vlogging and Scholar-Practitioner Interviews", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives in Online Instruction (Innovations in Higher Education Teaching and Learning, Vol. 40), Emerald Publishing Limited, Leeds, pp. 25-54. https://doi.org/10.1108/S2055-364120210000040003