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Sustainability 2013, 5(6), 2609-2622; doi:10.3390/su5062609

Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

1
Institute for Competence Development, University of Applied Science Ostwestfalen-Lippe, An der Wilhelmshöhe 44, 37671 Höxter, Germany
2
Institute for Environmental and Sustainability Communication, Leuphana Universität Lüneburg, Scharnhorststraße 1, 21335 Lüneburg, Germany
*
Author to whom correspondence should be addressed.
Received: 6 May 2013 / Revised: 4 June 2013 / Accepted: 5 June 2013 / Published: 13 June 2013
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Abstract

Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher- to learner-centered pedagogies, from input- to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings. View Full-Text
Keywords: education for sustainable development; e-learning; higher education; intercultural communication; interdisciplinarity; self-directed learning; problem-oriented learning; collaborative learning education for sustainable development; e-learning; higher education; intercultural communication; interdisciplinarity; self-directed learning; problem-oriented learning; collaborative learning
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

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Barth, M.; Burandt, S. Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation. Sustainability 2013, 5, 2609-2622.

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