Web Based and Online Applications in STEM Education

Kefalis, Chrysovalantis; Drigas, Athanasios

doi:10.3991/ijep.v9i4.10691

Cited by 86 publications

(81 citation statements)

References 29 publications

(30 reference statements)

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“…The project is intended to develop the digital competencies of both teachers and learners using IoT technologies. The demand for technological literacy in the modern world and modern problems has therefore prioritized STEM education (Kefalis & Drigas, 2019). Hence, schools should weave the 21 st century competencies into learning in order to promote STEM education skills.…”

Section: Iot-enabled Teaching and Learning In Stemmentioning

confidence: 99%

Covid-19 as an Agent of Change in Teaching and Learning Stem Subjects

Makamure

Tsakeni

2020

JBSE

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The closing of schools due to Covid-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the Covid-19 pandemic. The findings reveal teachers’ experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches. Keywords: Covid-19, mathematics and science, online learning, STEM education, virtual platforms

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Section: Iot-enabled Teaching and Learning In Stemmentioning

confidence: 99%

Covid-19 as an Agent of Change in Teaching and Learning Stem Subjects

Makamure

Tsakeni

2020

JBSE

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“…• Massive open online course (MOOC) platforms, including iCourse (a platform offering courses in Chinese and English covering a wide range of disciplines including engineering, medicine, economics, arts and culture, etc.) [17][18][19]. This international MOOC platform, supported by 60 renowned Chinese universities, was launched in April 2020 by Higher Education Press in collaboration with NetEase Youdao.…”

Section: Introductionmentioning

confidence: 99%

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

2020

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On 16 March 2020, as a result of the unprecedented global health crisis linked to the emergence of a new form of coronavirus (COVID-19), the 74 universities of France closed their doors, forcing nearly 1.6 million students, as well as their teachers, to find solutions and initiatives that could ensure continuity in teaching. In the reliance on videoconferencing tools, chat, the sharing of documents/tutorials/videos/podcasts, and the use of social networks, many ideas have emerged, but no consensus has developed nor has a common way of doing things been adopted by a majority of teachers. Some software tools, such as Zoom, have also been questioned over data security issues or excessive intrusion into the student learning process. Nevertheless, in these uncertain times, much had to be done so that students can acquire the requisite knowledge, develop skills, and build on what they have learned. How can we ensure that the learning process is as smooth as possible for everyone involved? How can we evaluate knowledge and skills learned at a distance, and their relevance? Four groups of electronic and electrical engineering students in France were monitored during the containment period in order to provide answers to these questions. Lectures, tutorials, practical work, and projects were carried out using the Microsoft Teams and Zoom video conferencing and chat tools to complement activities made available through the digital work environment. In order to ensure equity among all students, especially in view of the digital divide, open access tools/software/applications have been promoted. In the various surveys completed, the engineering students asserted their complete satisfaction with the learning process, the use of distance tools, and the level of mastery of these tools by their teachers. The results of the various knowledge tests show that, for the same course, distance learning does not reduce the performance of the engineering students. Indeed, they obtained local grades similar to those expected in face-to-face teaching. The results presented in this article are not intended to highlight the virtues of distance education, but rather to open up a debate and reflect more widely on the sustainability of this transformation of education in universities.

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“…Therefore, the researchers were skeptical of the technology used to teach engineering education and raised concerns about the MOOCs on pedagogical point of view [4,38], accessibility point of view [30] and usability point of view [42]. Yet, attrition, remains a major concern for such platforms [6], remains largely unaddressed by these pursuits [17].…”

Section: Introductionmentioning

confidence: 99%

MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms

2020

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Massive open online courses (MOOCs) have considered to be a potential to disseminate engineering education at scale. However, the pedagogical requirement demanded engineering student to equip with specific skillsets such as communication, interactivity, and collaboration. Yet, MOOCs are skeptical of facilitating those skills. Generally, MOOCs evaluated against accessibility and usability. These evaluations may not perceive whether the platform designs in MOOCs support to much-needed interactions and collaboration required in engineering education. We evaluated 6 MOOC platform designs under the lens of collaboration and types of interactions which occur as learner to learner, learner to instructor, learner to platform and learner to content. Evaluation criteria were derived us-ing previous frameworks and evaluations were conducted using 10 participants. Based on each criterion a matrix was formed with a weight to compare results. We found overall collaboration opportunities in platforms are significantly less than the opportunities to interact. Based on the findings we provide 5 design recommendations and provide a future direction for MOOC platform designs which en-ables facilitation to engineering education through MOOCs.

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Web Based and Online Applications in STEM Education

Cited by 86 publications

References 29 publications

Covid-19 as an Agent of Change in Teaching and Learning Stem Subjects

Covid-19 as an Agent of Change in Teaching and Learning Stem Subjects

Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic

MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms

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