| Description |
Online learning communities (OLC) have the potential to become powerful amplification stations for promoting responsible environmental citizenry. This dissertation explores how interactions in an online classroom (e.g., with course content, instructor, peers, and interface) might encourage students to become more active environmental citizens and help amplify a more green agenda. Using a multimethod case study approach, which includes the use of a pretest/posttest measure, this research demonstrates ways instructors in higher education can transform online learning platforms into collaborative learning environments or Third Spaces. Within these Third Spaces, students can learn and practice skills necessary for environmental problem solving and decision making as well as increase their overall awareness and concern for the environment. In part, this work seeks to build a bridge between scholarship and practice in Marketing and Public Relations with online and distance education. Suggestions are also made for ways educators can structure and facilitate similar online learning experiences. |
