Social Mobile Learning For Education For Sustainability (EfS)

ABSTRACT The purpose of this paper is to evaluate the potential use of videos for peer-to-peer learning for education for sustainability (EfS). Despite the need for more cognitive learning to solve complex sustainability issues, understanding of using social learning through modern communication methods such as social networks for knowledge co-creation in EfS is unclear. This pilot study conducted in a Thailand university used mobile videos to pitch sustainability solutions and facilitate peer engagement. Conducted on a private social network, Soqqle, students were encouraged to watch videos from each other and add comments. Post-course focus groups indicated a sense of collective efficacy as participants’ sense of self-efficacy contributes to group effects that impact participations. Several observations were noted based on these focus groups which provided hints on what encouraged students to watch the content of their peers in a productive manner. Characteristics such as self-efficacy, or the lack of it, did cause students to disregard content and comments from others. Participants also discussed and explored potential opportunities to enhance the video activity to better scaffold the learning to build self-efficacy. Overall, results show the potential of incorporating a community of inquiry environment to encourage peer review and feedback. This study is significant due to its timeliness to leverage digital solutions to increase collective efficacy. Educators planning to introduce social learning in sustainability topics can incorporate findings from this study to facilitate effective learning outcomes for EfS. KEYWORDS: social learning, peer to peer learning, education for sustainability, business pitching, community of inquiry