Virtual Learning Environments for Transformation to Sustainability: A Case Study from the “South”

Abstract

An appropriate pedagogy for supporting behavioural changes required to achieve more sustainable futures should include collaborative knowledge construction, within learning spaces allowing for critical discourse and reflection integrated with real-world applications. However, it is not easy to implement a challenge based pedagogy like this in institutions where the academic system utilises individual grading and related measures of success and with academic staff reluctant to use alternative approaches and to formulate course outcomes in terms of behavioural change. This chapter maps and critically reflects on the implementation of a sustainability focussed honours (junior post graduate, 4th level) degree, in which a transformative pedagogy is used. It is a fully online degree, offered by the Department of Geography, University of South Africa (an open and distance learning institution). Difficulties associated with collaborative learning for sustainability and the facilitation of project based research within the virtual learning environment are highlighted, and how these are addressed. These reflections include consideration of the Global South context within which Unisa functions, confronting students and staff with infrastructural issues such as access to information and communication technology, but not necessarily preventing transformational learning for sustainability.