Creating a sense of community and space for subjectification in an online course on sustainability education during times of physical distancing

Robbert Hesen,Rebekah L Tauritz,Arjen E.J Wals

doi:10.1108/ijshe-07-2021-0270

Abstract

Purpose This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing. Design/methodology/approach The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation. Findings Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community. Originality/value This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.

Highlights

Over the past year – since the COVID-19 pandemic’s beginning in early 2020 – education has changed significantly
Findings we present empirical support for a sense of community and subjectification among students having been triggered by certain elements of the online course
Based on the data analysis we were able to connect certain characteristics or qualities of the learning environment that enabled a sense of community at the collective level and subjectification at the individual level (Figure 6)

Summary

Introduction

Over the past year – since the COVID-19 pandemic’s beginning in early 2020 – education has changed significantly. The pandemic prompted disruption and nationwide closures of educational institutions to prevent the spread of the virus. This affected more than a billion learners (UNESCO, 2020). The proliferation of virtual environments soared to new heights, as universities sought to transition to online teaching Video conferencing platforms such as Skype, Zoom, MS-Teams and Google Hangouts, along with learning management systems, were widely used (World Economic Forum, 2020). As classroom environments rapidly became virtual ones, the question arose as to how this transition would impact education. In line with this trend, research concerning online environments and learning experiences gained relevance and importance. For educational programs seeking to stimulate other forms of learning (e.g. art-based, place-based and embodied learning), the necessitated transition to online learning could hinder the incorporation of these forms of learning

Objectives

Methods

Results

Discussion

Conclusion