Abstract
This paper analyses and compares the learning-related carbon emissions of primarily distance, CD-based and campus-based cohorts in Botswana. The study finds that the learning-related carbon footprint of campus-based learners is significantly larger than that of the CD-based learners, with travel being the greatest contributor to this disparity. Moreover, even when controlling for demographic variables, institution (as a proxy for delivery mode) is the most significant predictor of learner emissions. These findings suggest that blended and distance learning can contribute to the environmental sustainability of education by reducing learner emissions. The paper outlines implications for future research and discusses how universities can be encouraged to consider pedagogical design in their carbon reduction strategies.
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- 1.
Upper Medium Petrol Passenger Vehicle kg CO2e emission factor of 0.21733 (rounded to 0.22).
- 2.
0.000686166 Metric tons per KwH (as cited in Energy Research Centre, University of Cape Town, 2012).
- 3.
PC = 150 W; Laptop = 35 W; Tablet = 4 W; Mobile = 0.25Wh. Multiple sources were consulted, and these rounded averages were taken for ease of reference (see; Caird et al, 2013; Energy Saver, Office of Energy Efficiency and Renewable Energy, U.S. Department of Energy, n.d.). The SusTEACH methodology uses the following values: PC = 65−170 Wh; Laptop = 35 Wh; Tablet = 2.5–5.4 Wh; Mobile (other devices) = 0.17–0.3 Wh.
- 4.
The SusTEACH Methodology estimates 150 kg for an average tablet.
- 5.
This is the same figure used in the SusTEACH methodology.
- 6.
- 7.
O.5 kgs (as cited in Julie’s Bicycle: Taking the Heat Out of Music 2009).
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Carr, A., Modesto, S., Balasubramanian, K., Ortlieb, K., Lesperance, J. (2019). Delivery Mode and Learner Emissions: A Comparative Study from Botswana. In: Leal Filho, W., Hemstock, S. (eds) Climate Change and the Role of Education. Climate Change Management. Springer, Cham. https://doi.org/10.1007/978-3-030-32898-6_7
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