Abstract
Those teaching in higher education are increasingly under pressure to develop skills in online technologies to facilitate learning and ultimately improve graduate outcomes. In so doing, multiple trials are occurring internationally to develop online, hybrid, and blended learning programs. Ensuring that curricula are designed to be responsive to student needs is essential, as this will encourage the long-term sustainability of student learning. The planet is also facing an environmental crisis of unprecedented proportions, and the development of appropriate curricula is an ongoing task for those in disciplines like geography, environmental science, and other disciplines. Graduates are needed who will be able to respond to the more recent and unprecedented environmental crises. This chapter provides a reflective history of the development of an online Graduate Certificate in Climate Change Adaptation, at the University of Adelaide in between 2010 and 2017, and its implications for teaching geography and other related disciplines in Australia. The paper contends that there is a major place for online curricula and methods of teaching and learning but that it must be accompanied by institutional support, recognition of workload implications, and investment in skills development and be cognizant of wider political and social factors.
References
Alexander, S., and J. McKenzie. 1998. An evaluation of information technology projects for university learning. Canberra: Department of Employment, Education, Training and Youth Affairs, AGPS.
Allen, I., and J. Seaman. 2014. Grade Change: Tracking Online Learning in the United States. Wellesley MA: Babson College/Sloan Foundation.
Allen, E., and J. Seamen. 2016. Online report card: Tracking online education in the United States. Babson Park: Babson Survey Research Group from http://www.onlinelearningsurvey.com/reports/onlinereportcard.pdf. Accessed on 6 July 20Ash.
Bebbington, Warren. 2017. Is the traditional research university doomed to extinction in a digital age? Times Higher Education from https://www.timeshighereducation.com/features/traditional-research-university-doomed-extinction-digital-age. Accessed 6 Jul 2017.
Betts, K. 2009. Online human touch (OHT) training & support: A conceptual framework to increase faculty engagement, connectivity, and retention in online education. Part 2. MERLOT Journal of Online Learning and Teaching 5 (1): 29–48.
Chinyio, E., and N. Morton. 2006. The effectiveness of e-learning. Architectural Engineering and Design Management 2: 73–86.
Clark, C., and B. Wilson. 2017. The potential for university collaboration and online learning to internationalise geography education. Journal of Geography in Higher Education 41 (4): 488–505.
Conceicao, S., and R. Lehman. 2010. Faculty strategies for balancing workload when teaching online. In Presented to the 2010 midwest research to practice conference in adult, continuing and community education. Michigan State University, September 26–28 2010.
CSIRO. 2002. Climate change and coastal communities. Victoria: CSIRO.
Fook, J. 2011. Developing critical reflection as a research method. In Creative spaces for qualitative researching. Practice, education, work and society, ed. J. Higgs, A. Titchen, D. Horsfall, and D. Bridges, vol. 5. Rotterdam: Sense Publishers.
Gerber, B. 2014. Climate change as a policy development and public management challenge: An introduction to key themes, risk, hazards & crisis. Public Policy 5 (2): 97–108.
Government of South Australia. 2012. Prospering in a changing climate: A climate change adaptation framework for South Australia from https://www.nccarf.edu.au/localgov/resources/prospering-changing-climate-climate-change-adaptation-framework-south-australia-august. Accessed 6 Jul 2017.
Green, T., J. Alejandro, and A. Brown. 2009. The retention of experienced faculty in online distance education programs: Understanding factors that impact their involvement. The International Review of Research in Open and Distributed Learning 10 (3): 1–15.
Gurran, N., E. Hami, and B. Norman. 2008. Planning for climate change: Leading practice principles and models for sea change communities in coastal Australia, National sea change task force report. Sydney: University of Sydney.
Hobday, A.J., T.A. Okey, E.S. Poloczanska, T.J. Kunz, and A.J. Richardson. 2006. Impacts of climate change on Australian marine life, Report to the Australian Greenhouse Office. Canberra: CSIRO Marine and Atmospheric Research, September 2006. http://www.greenhouse.gov.au/impacts/publications/marinelife.html. Visited 18 May 2013.
Joyce, K., B. Boitshwarelob, S. Phinnc, G. Hilld, and G. Kelly. 2014. Interactive online tools for enhancing student learning experiences in remote sensing. Journal of Geography in Higher Education 38 (3): 431–439. https://doi.org/10.1080/03098265.
Kingwell, R. 2006. Climate change in Australia: Agricultural impacts and adaptation. Australian Agricultural Review 14: 1442–6951.
Kirkwood, A.T., and L. Price. 2005. Learners and learning in the twenty-first century: What do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education 30 (3): 257–274.
Koenig, G. 2000. Interactive education on the web – Experiences in development and application of a computer assisted training course for remote sensing. In International archives of photogrammetry and remote sensing. Vol. XXXIII, Supplement B6. Amsterdam.
Lemke, K.A., and M.E. Ritter. 2000. Virtual geographies and the use of the internet for learning and teaching geography in higher education. Journal of Geography in Higher Education 24: 87–91.
Lombana, J. 2012. Methodologies for reflective practice and museum educator research. In Putting theory into practice. New directions in mathematics and science education, ed. D. Ash, J. Rahm, and L.M. Melber, vol. 25. Rotterdam: Sense Publishers.
Lynch, K., B. Bednarz, J. Boxail, L. Chalmers, D. France, and J. Kesby. 2008. E-learning for geography’s teaching and learning spaces. Journal of Teaching Geography in HigherEducation 32 (1): 135–149.
Martin, D., and R. Treves. 2007. Embedding e-learning in geographical practice. British Journal of Educational Technology 38 (5): 773–783.
Nicholls, R.J., S. Hanson, C. Herweijer, N. Patmore, S. Hallegatte, J. Corfee-Morlot, J. Château, and R. Muir Wood. 2007. Ranking port cities with high exposure and vulnerability to climate extremes: Exposure estimates [online]. OECD environment working papers, no. 1, OECD Publishing. Available from: http://www.oecd-ilibrary.org
Nursey-Bray, M., and T. Miller. 2012. Chapter 17: Ports and climate change: Building skills in climate change adaptation, Australia. In Climate change and the sustainable use of water resources, ed. W. Filho, 273–283. Heidelberg: Springer.
Nursey-Bray, M., G. Pecl, S. Frusher, C. Gardner, M. Haward, A. Hobday, S. Jennings, A. Punt, H. Revill, and I. van Putten. 2012. Climate change risk perceptions colour a fisher’s world. Marine Policy 36: 753–759.
Palloff, R., and K. Pratt. 2013. Lessons from the virtual classroom: The realities of online teaching. San Francisco: Wiley.
Pawson, E., F. Fournier, M. Haigh, O. Muniz, J. Trafford, and S. Vajoczki. 2006. Problem-based learning in geography: Towards a critical assessment of its purposes, benefits and risks. Journal of Geography in Higher Education 30 (1): 103–116.
Pecl, G., S. Frusher, C. Gardner, M. Haward, A. Hobday, S. Jennings, M. Nursey-Bray, A. Punt, H. Revill, and I. van Putten. 2009. The east coast Tasmanian rock lobster fishery – Vulnerability to climate change impacts and adaptation response options, Australia. Report to the Department of Climate Change. Canberra: Department of Climate Change.
Rich, D., G. Robinson, and R. Bednarz. 2000. Collaboration and the successful use of information and communications technologies in teaching and learning geography in higher education. Journal of Teaching Geography in Higher Education 24 (2): 263–273.
Ritter, M. 2012. Barriers to teaching introductory physical geography online. Review of International Geographical Education Online 2: 1.
Samuel, A. 2016. Online faculty development: What works? Adult education research conference. http://newprairiepress.org/aerc/2016/papers/36
Sander, P. 2000. Researching our students for more effective university teaching. Electronic Journal of Research in Educational Psychology 5 (3): 113–130.
Turton, S., T. Dickson, W. Hadwen, B. Jorgensen, T. Pham, D. Simmons, P. Tremblay, and R. Wilson. 2010. Developing an approach for tourism climate change assessment: Evidence from four contrasting Australian case studies. Journal of Sustainable Tourism 18: 429–447.
UNWTO-UNEP. 2008. Climate change and tourism-responding to global challenges. Spain: World Tourism Organization and United Nations Environment Programme.
Westbrook, V. 2006. The virtual learning future. Teaching in Higher Education 13 (4): 471–482.
Wilson, R.F., and S.M. Turton. 2009. The impact of climate change on reef-based tourism in Cairns, Australia – adaptation and response strategies for a highly vulnerable destination. In Keys to the disappearing destinations: Climate change and the future challenges for coastal tourism, ed. A. Jones and M. Phillips. Wallingford: CABI.
Acknowledgments
We would like to acknowledge the Department of Climate Change for the initial funding to develop the curricula; staff at the Australian Maritime College, University of Tasmania; the DVC Teaching Professor Quester, University of Adelaide (UoA); and staff within the Discipline of Geography, Environment, and Population (UoA) for their ongoing support of this initiative and the opportunity to deliver it. We would also like to thank all the students who have completed units in the Graduate Certificate in Climate Change Adaptation.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer-Verlag GmbH Germany, part of Springer Nature
About this entry
Cite this entry
Nursey-Bray, M., Palmer, R. (2019). Adapting to Change: A Reflective History of Online Graduate Certificate and Its Implications for Teaching Geography. In: Zhang, Y., Cristol, D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_99-1
Download citation
DOI: https://doi.org/10.1007/978-3-642-41981-2_99-1
Received:
Accepted:
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-41981-2
Online ISBN: 978-3-642-41981-2
eBook Packages: Springer Reference Social SciencesReference Module Humanities and Social SciencesReference Module Business, Economics and Social Sciences