Sustainable Distance Education: Comparison of Digital Pedagogical Models

• Published in: Sustainability 2020-11, Vol.12 (21), p.9067
• Main Authors: Santoveña-Casal, Sonia, Fernández Pérez, Mª Dolores
• Format: Article
• Language: English
• Subjects: Curricula; Distance learning; Education; Environmental education; Learning; Qualitative analysis; Social networks; Students; Sustainability
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su12219067

The literature shows strong evidence of how different learning models influence learning. The kind of model used is a basic variable that can either help or hinder sustainable education. The objective of this research is to analyse how digital pedagogical models of three kinds (collaborative, social, and independent) influence the learning experience. The study is based on a design that combines triangulation, a theoretical model, quantitative methods (descriptive analysis and contrast of means), and qualitative methods (discourse analysis, following the principles of grounded theory). The importance of social and collaborative models in sustainable education is proved; both types of models promote a positive learning experience. They strengthen inter-student relationships, a feeling of belonging to a community with shared interests, and feelings of membership and cohesion. An independent model may hamper students’ perception of current knowledge and development of collaborative competences, in contrast to the more-interactive model. These results can be assessed in greater depth through future research exploring independent models’ possible potential for analysing environmental problems and their tie-in to personal decisions.