1 Buckinghamshire New University (UNITED KINGDOM)
2 Universitad Politecnica de Madrid (SPAIN)
3 Transilvania University (ROMANIA)
4 Estonian University of Life Science (ESTONIA)
5 University of West Hungary (HUNGARY)
6 Universidad de La Laguna (SPAIN)
About this paper:
Appears in: ICERI2014 Proceedings
Publication year: 2014
Pages: 5979-5984
ISBN: 978-84-617-2484-0
ISSN: 2340-1095
Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain
Environmental studies require both incremental and novel technical solutions. Both incremental and novel solutions have to fit in with societal, environmental and economic contexts. Moreover, they have to be robust to meet future uncertainties. E-learning has the capability to deliver these novel design solutions. We have developed a teaching method with this purpose in mind.

The success of any course delivery is the practical translation of the competences mentioned by the UNESCO learning for the twenty-first century (Delors, Unesco 1998): knowledge, design methods, internalization of values and communication with all relevant stakeholders.

The authors of the present article investigated the effectiveness of two forms of workshops:
(i) in class delivered course with integrated workshop where stakeholders are all present and
(ii) e-learning delivered course with workshops targeted to specific stakeholders.

Student feedback scores showed no significant preference for either of the forms. With these and other evaluation results, the authors conclude that effective, challenging courses require a 360˚ and regular feedback which is pivotal for increased student satisfaction.
Environmental course, e-learning, Stakeholders, Feedback, Life Cycle Analysis.