Skip to main content
SpringerLink
Log in

Network Climate Action Through MOOCs

  • Chapter
  • First Online:
Social and Emotional Learning and Complex Skills Assessment

Part of the book series: Advances in Analytics for Learning and Teaching ((AALT))

  • 564 Accesses

Abstract

In the context of global environmental change and climate change in particular, engaging the public in climate actions is important especially if actions can be scaled up through social networks. The current study examined MOOC participants’ climate actions and how they influenced their networks to take the same actions in countries across the globe. The research is based on a Cornell University MOOC entitled Network Climate Action: Scaling Up Your Impact. We conducted a post course survey including checkbox and open-ended questions to explore participants’ climate actions and their networks as MOOC learning outcomes. Participants commonly chose reducing food waste and plant-rich diets as their climate actions, and applied social influence research to persuade their family and friends to take the same actions. The study helps us understand how a MOOC can foster participants taking climate actions and helping spread those actions through their social networks.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in Massive Open Online Courses. Electronic Journal of E-learning, 13(4), 207–216.

    Google Scholar 

  • Barak, M., & Watted, A. (2017). Project-Based MOOC: Enhancing Knowledge Construction and Motivation to Learn. In Digital tools and solutions for inquiry-based STEM learning (pp. 282–307). IGI Global.

    Book  Google Scholar 

  • Brinton, C. G., Chiang, M., Jain, S., Lam, H., Liu, Z., & Wong, F. M. F. (2014). Learning about Social Learning in MOOCs: From Statistical Analysis to Generative Model. IEEE Transactions on Learning Technologies, 7(4), 346–359. https://doi.org/10.1109/TLT.2014.2337900

    Article  Google Scholar 

  • Centola, D. (2018). The truth about behavioral change. MIT Sloan Management Review.

    Google Scholar 

  • Centola, D. (2021). Change: How to make big things happen. Little, Brown Spark.

    Google Scholar 

  • Chen, G., Davis, D., Hauff, C., & Houben, G.-J. (2016). Learning transfer: Does it take place in MOOCs? An investigation into the uptake of functional programming in practice. Paper presented at the Proceedings of the third ACM Conference on Learning@ Scale.

    Google Scholar 

  • Christakis, N. A., & Fowler, J. H. (2013). Social contagion theory: Examining dynamic social networks and human behavior. Statistics in Medicine. https://doi.org/10.1002/sim.5408

  • Cialdini, R. B. (2001). The science of persuasion. Scientific American, 284(2), 76–81.

    Article  Google Scholar 

  • Colas, J.-F., Sloep, P., & Garreta-Domingo, M. (2016). The effect of multilingual facilitation on active participation in MOOCs. The International Review of Research in Open and Distributed Learning, 17(4), 280–313.

    Article  Google Scholar 

  • Cormier, D., & Siemens, G. (2010). The open course: Through the open door–open courses as research, learning, and engagement. EDUCAUSE Review, 45(4), 30–32.

    Google Scholar 

  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., … Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20. https://doi.org/10.37074/jalt.2020.3.1.7

    Article  Google Scholar 

  • DuBois, B., Krasny, M. E., & Russ, A. (2019). Online professional development for environmental educators: Strategies to foster critical thinking and social interactions. Environmental Education Research, 25, 1–15. https://doi.org/10.1080/13504622.2018.1564247

    Article  Google Scholar 

  • Ferguson, R., & Shum, S. B. (2012). Social learning analytics: Five approaches. Paper presented at the Proceedings of the 2nd international conference on learning analytics and knowledge, Vancouver, British Columbia, Canada. https://doi.org/10.1145/2330601.2330616

  • Frank, R. H. (2020). Under the influence: Putting peer pressure to work. Princeton University Press.

    Book  Google Scholar 

  • Friedkin, N. E., & Johnsen, E. C. (1990). Social influence and opinions. Journal of Mathematical Sociology, 15(3-4), 193–206.

    Article  Google Scholar 

  • Garnett, E. E., Balmford, A., Sandbrook, C., Pilling, M. A., & Marteau, T. M. (2019). Impact of increasing vegetarian availability on meal selection and sales in cafeterias. Proceedings of the National Academy of Sciences, 116(42), 20923–20929. https://doi.org/10.1073/pnas.1907207116

    Article  Google Scholar 

  • Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1)., 2307-0919.1014.

    Google Scholar 

  • Joksimovic, S., Siemens, G., Wang, Y. E., San Pedro, M. O. Z., & Way, J. (2020). Editorial: Beyond cognitive ability. Journal of Learning Analytics, 7(1), 1–4. https://doi.org/10.18608/jla.2020.71.1

    Article  Google Scholar 

  • Jung, I., & Gunawardena, C. N. (2014). Culture and online learning: Global perspectives and research. Stylus Publishing, LLC.

    Google Scholar 

  • Kahan, T., Soffer, T., & Nachmias, R. (2017). Types of participant behavior in a massive open online course. International Review of Research in Open and Distributed Learning: IRRODL, 18(6), 1–18. https://doi.org/10.19173/irrodl.v18i6.3087

    Article  Google Scholar 

  • Kellogg, S. B., Booth, S., & Oliver, K. (2014). A social network perspective on peer supported learning in MOOCs for educators. The International Review of Research in Open and Distributed Learning, 15(5), 263–289. https://doi.org/10.19173/irrodl.v15i5.1852

    Article  Google Scholar 

  • Koller, D. (2012). What we’re learning from online education. Retrieved from https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education/transcript?language=en

  • Krasny, M. E., DuBois, B., Adameit, M., Atiogbe, R., Baih, L., Bold-erdene, T., … Yao, Y. (2018). Small Groups in a Social Learning MOOC (slMOOC): Strategies for fostering learning and knowledge creation. Online Learning Journal, 22(2). https://doi.org/10.24059/olj.v22i2.1339

  • Krasny, M. E., Golshani, Z., Hampton, B. L., Coleman, J. F. R. M., Schrenk, M., Warakula, M. R., … Yu, Y. (2020). Courses for a cause: MOOC contributions to a “better place for all”. In K. Zhang, C. J. Bonk, T. C. Reeves, & T. H. Reynolds (Eds.), MOOCs and open education in the global South: Challenges, successes, and opportunities. Routledge.

    Google Scholar 

  • Li, Y., & Krasny, M. E. (2019). Practice change in environmental education: Lessons from professional development. Environmental Education Research, 25(7), 1119–1136. https://doi.org/10.1080/13504622.2018.1540033

    Article  Google Scholar 

  • Li, Y., & Krasny, M. E. (2020). Development of professional networks among environmental educators. Professional Development in Education, 46(2), 337–353. https://doi.org/10.1080/19415257.2018.1562957

    Article  Google Scholar 

  • Li, Y., Krasny, M. E., & Russ, A. (2016). Interactive learning in an urban environmental education online course. Environmental Education Research, 22(1), 111–128. https://doi.org/10.1080/13504622.2014.989961

    Article  Google Scholar 

  • Liu, M., McKelroy, E., Kang, J., Harron, J., & Liu, S. (2016a). Examining the use of Facebook and Twitter as an additional social space in a MOOC. American Journal of Distance Education, 30(1), 14–26. https://doi.org/10.1080/08923647.2016.1120584

    Article  Google Scholar 

  • Liu, Z., Brown, R., Lynch, C. F., Barnes, T., Baker, R., Bergner, Y., & McNamara, D. (2016b). MOOC learner behaviors by country and culture; an exploratory analysis. Paper presented at the 9th international conference on Educational Data Mining, Raleigh, NC.

    Google Scholar 

  • Liyanagunawardena, T. R., Williams, S., & Adams, A. A. (2014). The impact and reach of MOOCs: A developing countries’ perspective. eLearning Papers, 38–46. Retrieved from http://centaur.reading.ac.uk/38250/

  • McKenzie-Mohr, D., & Smith, W. (2009). Fostering sustainable behavior: Community-based social marketing. Retrieved from http://www.cbsm.com/book/preface

  • Moore, M. G. (1989). Editorial: Three types of interaction. The American journal of distance education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659

    Article  Google Scholar 

  • Napier, A., Huttner-Loan, E., & Reich, J. (2020). Evaluating learning transfer from MOOCs to workplaces: A case study from teacher education and launching innovation in schools. RIED. Revista Iberoamericana de EducaciĂłn a Distancia, 23(2), 45–64. https://doi.org/10.5944/ried.23.2.26377

    Article  Google Scholar 

  • Nolan, J. M., Schultz, P. W., Cialdini, R. B., Goldstein, N. J., & Griskevicius, V. (2008). Normative social influence is underdetected. Personality and Social Psychology Bulletin, 34(7), 913–923.

    Article  Google Scholar 

  • Parrish, P., & Linder-VanBerschot, J. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. The International Review of Research in Open and Distributed Learning, 11(2), 1–19. https://doi.org/10.19173/irrodl.v11i2.809

    Article  Google Scholar 

  • Rogers, T., Goldstein, N. J., & Fox, C. R. (2018). Social mobilization. Annual Review of Psychology, 69, 357–381.

    Article  Google Scholar 

  • Russ, A. (2015). Urban environmental education. Cornell University Civic Ecology Lab/NAAEE.

    Google Scholar 

  • Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Sage.

    Google Scholar 

  • Skrypnyk, O., Joksimović, S. K., Kovanović, V., Gašević, D., & Dawson, S. (2015). Roles of course facilitators, learners, and technology in the flow of information of a cMOOC. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2170

  • Sparkman, G., & Walton, G. M. (2017). Dynamic norms promote sustainable behavior, even if it is counternormative. Psychological Science, 28(11), 1663–1674. https://doi.org/10.1177/0956797617719950

    Article  Google Scholar 

  • Spoelstra, H., Van Rosmalen, P., & Sloep, P. (2014). Toward project-based learning and team formation in open learning environments. Journal of Universal Computer Science, 20(1), 57–76.

    Google Scholar 

  • Stewart, B. (2013). Massiveness+ openness= new literacies of participation. Journal of Online Learning and Teaching, 9(2), 228–238.

    Google Scholar 

  • Sussman, R., Gifford, R., & Abrahamse, W. (2016). Social mobilization: How to encourage action on climate change. Pacific Institute for Climate Solutions.

    Google Scholar 

  • Wals, A. E. (2007). Social learning towards a sustainable world: Principles, perspectives, and praxis. Wageningen Academic Publishers.

    Book  Google Scholar 

  • Wang, Y., Paquette, L., & Baker, R. (2014). A longitudinal study on learner career advancement in MOOCs. Journal of Learning Analytics, 1(3), 203–206.

    Article  Google Scholar 

  • Weinreich, N. (2015). Supercharge your social impact: Using social marketing for behavior change (eBook).

    Google Scholar 

  • Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity (In. ed.). Cambridge University Press.

    Book  Google Scholar 

  • Young, W., Russell, S. V., Robinson, C. A., & Barkemeyer, R. (2017). Can social media be a tool for reducing consumers’ food waste? A behaviour change experiment by a UK retailer. Resources, Conservation and Recycling, 117, 195–203.

    Article  Google Scholar 

  • Zhang, J., Skryabin, M., & Song, X. (2016). Understanding the dynamics of MOOC discussion forums with simulation investigation for empirical network analysis (SIENA). Distance Edcuation, 37(3), 270–286. https://doi.org/10.1080/01587919.2016.1226230

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Cornell University, Ithaca, NY, USA

    Yue Li & Marianne E. Krasny

Authors
  1. Yue Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Marianne E. Krasny
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yue Li .

Editor information

Editors and Affiliations

  1. Arizona State University, Scottsdale, AZ, USA

    Yuan 'Elle' Wang

  2. University of South Australia, Adelaide, SA, Australia

    Srećko Joksimović

  3. ACT, Inc., Iowa City, IA, USA

    Maria Ofelia Z. San Pedro

  4. ACT, Inc., Iowa City, IA, USA

    Jason D. Way

  5. Davis, CA, USA

    John Whitmer

Appendix

Appendix

1.1 Post Survey

  1. 1.

    Have you already implemented your network climate action?

    1. (a)

      No, I haven’t implemented it yet.

    2. (b)

      Yes, I have begun to implement it personally.

    3. (c)

      Yes, I have begun to implement it both personally and with my network(s).

  2. 2.

    Which climate action(s) is/are included in your plan?

    1. (a)

      Plant-rich diets

    2. (b)

      Reducing food waste

    3. (c)

      Composting

    4. (d)

      Tree planting

    5. (e)

      Public transit

    6. (f)

      Walking or biking to work/school

    7. (g)

      Ridesharing or carpooling

    8. (h)

      Recycling

    9. (i)

      LED lighting (household)

    10. (j)

      Water saving (household)

    11. (k)

      Solar energy

    12. (l)

      Health and education (especially for women)

    13. (m)

      Advocacy

    14. (n)

      Other

  3. 3.

    Personal implementation: How did you or will you implement the solution personally?

  4. 4.

    Network implementation: Please select group or groups you tried or will try to persuade to take the action.

    1. (a)

      Family members

    2. (b)

      Friends

    3. (c)

      Work colleagues

    4. (d)

      Fellow students

    5. (e)

      Social media followers

    6. (f)

      Other, please describe

  5. 5.

    Do members of your implementation network trust your opinions about climate change and the need for action?

  6. 6.

    What are the demographics of the group you have influenced or are hoping to influence?

    1. 6.1

      Implementation group – Age

      1. (a)

        Under 18 years

      2. (b)

        18–30 years

      3. (c)

        30–50 years

      4. (d)

        Over 50 years

    2. 6.2

      Implementation group – Gender

      1. (a)

        Mixed men and women

      2. (b)

        Mostly men

      3. (c)

        Mostly women

    3. 6.3

      Implementation group – Occupation

      1. (a)

        Students

      2. (b)

        Professionals

      3. (c)

        Retired

      4. (d)

        Volunteer

    4. 6.4

      Implementation group – Urban vs. Rural

      1. (a)

        Mostly urban

      2. (b)

        Mostly rural

      3. (c)

        Mostly suburban

  7. 7.

    How did you or will you communicate with your network?

    1. (a)

      Mostly face-to-face (in-person)

    2. (b)

      Mostly online

    3. (c)

      Mixture of in-person and online

  8. 8.

    If you communicate with your network online, which tool(s) have you used or will you use?

    1. (a)

      Not applicable

    2. (b)

      Facebook

    3. (c)

      WhatsApp

    4. (d)

      Instagram

    5. (e)

      Twitter

    6. (f)

      Telegram

    7. (g)

      WeChat

    8. (h)

      QQ

    9. (i)

      ZOOM/Skype

    10. (j)

      Tik Tok

    11. (k)

      Other, please specify

  9. 9.

    What communication/persuasion strategies that you learned about in the course have you used or will you use with your network?

  10. 10.

    Have you or will you provide recognition, rewards, or incentives to members of your network for their climate actions?

    1. (a)

      Yes, please briefly describe

    2. (b)

      No

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Li, Y., Krasny, M.E. (2022). Network Climate Action Through MOOCs. In: Wang, Y.'., Joksimović, S., San Pedro, M.O.Z., Way, J.D., Whitmer, J. (eds) Social and Emotional Learning and Complex Skills Assessment. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-06333-6_15

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-06333-6_15

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-06332-9

  • Online ISBN: 978-3-031-06333-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation