At times, calamities compel individuals to make drastic adjustments. As we all witnessed during the COVID-19 pandemic, the world transitioned from in-person\u00a0learning to remote\u00a0learning facilitated by Educational Technologies (Ed-Tech). This transition from in-person to virtual learning has several environmental benefits, including reducing carbon emissions due to less travel by faculty and students. However, there are also adverse environmental effects associated with the widespread adoption of Ed-Tech and the need for one laptop per student for online learning.<\/p>\n
In this blog post, I am exploring some of the positive effects of online or virtual learning on the environment, whereas my research partner Leah is exploring some of the negative environmental impacts of Ed-Tech<\/a>. Please check out Leah’s post here<\/a>. Educational technology (Ed Tech) innovation enables students to learn remotely, reducing their carbon footprint, fuel consumption, pollution, and emissions (Versteijlen et al., 2017). For example, a standard videoconferencing service consumes approximately 2.5 GB per hour. It emits 157 g CO2e, while a person’s monthly carbon footprint would be 9.4 kg CO2e if they attended 15 meetings for one hour each, five days a week (Obringer et al., 2021). Therefore, online learning is beneficial for the environment, as it reduces student and faculty travel by allowing students to learn and faculty to teach from anywhere.\u00a0<\/p>\n <\/p>\n As a result of remote learning, educational institutions use less energy because of the lessened need for physical space (Caird et al., 2015). Therefore, if more schools throughout the world implement blended online learning models utilizing the most recent educational technology advancements and allow students to take some courses remotely, this would significantly reduce global energy consumption, which is beneficial for the environment.<\/p>\n <\/p>\n Another significant impact of educational technology is the reduction of paper usage, which is excellent for the environment. By allowing students to take tests online, submit papers using their learning management systems, and finish coursework online, educational institutions can reduce the amount of paper they use throughout the school year. According to the World Wildlife Fund, the pulp and paper industry utilizes between 33 and 40 percent of all industrial wood processed globally. Some pulp and paper companies have an environmental impact on forest degradation and the world’s biodiversity that the world cannot sustain. The irresponsible harvesting of natural forests and pulp plantations on converted natural forests\u00a0leads\u00a0to the destruction of delicate ecosystems and species and soil erosion (World Wildlife Fund, n.d.). Reducing paper usage and moving to online systems would mean that we will cut down fewer trees and help preserve our world’s biodiversity and ecosystem.<\/p>\n Please check out Leah’s post here<\/a> for some of the negative environmental impacts of Ed-Tech.\u00a0<\/p>\n Caird, S., Lane, A., Swithenby, E., Roy, R., & Potter, S. (2015). Design of higher education teaching models and carbon impacts. International Journal of Sustainability in Higher Education<\/em>, 16<\/em>(1), 96-111. https:\/\/doi.org\/10.1108\/IJSHE-06-2013-0065<\/a><\/p>\n Obringer, R., Rachunok, B., Maia-Silva, D., Arbabzadeh, M., Nateghi, R., & Madani, K. (2021). The overlooked environmental footprint of increasing Internet use. Resources, Conservation and Recycling<\/em>, 167<\/em>, 105389. https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.resconrec.2020.105389<\/a><\/p>\n Selwyn, N. (2021). Ed-tech within limits: Anticipating educational technology in times of environmental crisis. E-Learning and Digital Media, 18<\/em>(5), 496\u2013510. https:\/\/doi.org\/10.1177\/20427530211022951<\/a><\/p>\n Versteijlen, M., Perez Salgado, F., Janssen Groesbeek, M., & Counotte, A. (2017). Pros and cons of online education as a measure to reduce carbon emissions in higher education in the Netherlands. Current Opinion in Environmental Sustainability<\/em>, 28<\/em>, 80-89. https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.cosust.2017.09.004<\/a><\/p>\n
<\/span>\u00a0<\/p>\nRemote Learning Lowers Travel-Related Pollution:<\/span><\/h3>\n
Remote Learning Reduces Schools Energy Consumption:<\/span><\/h3>\n
Reduced Paper Consumption is Good for our Forests and Ecosystems:<\/span><\/h3>\n
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