Supporting informal environmental education in higher education using a blended presentation model: using internet-based resources to achieve durable sustainable behaviour at Vancouver Island University

Abstract

Environmental education, in both a focused and broad sense, is needed to foster sustainable behaviours and attitudes that will result in the resilience required to preserve natural environments, social justice, and economic stability. McKenzie-Mohr (2011), and Moloney et al (2010) among others suggest the most effective impact on these target behaviours and attitudes happens at the community level. It follows, then, that not only geographical but internet communities, too, can have significant impact in developing the durable, positive actions required to maintain healthy, thriving environments for all. Internet-based resources offer potential to connect disparate geographical areas, disciplines, and experiences to support the sustainability and environmental literacies needed to support widespread, effective action. This study examined the efficacy of a blended learning (BL) model in supporting informal environmental education learning opportunities at a post-secondary level through using multiple pathways of presentation and engagement of students, staff, and faculty. Conclusions include recommendations, based on analysis of engagement and participation, for elements to include in future community-based initiatives in a post-secondary setting.