Workforce Development Through Online Experiential Learning for STEM Education

Mohammadi, Arefeh; Grosskopf, K. R.; Killingsworth, John

doi:10.1177/1045159519854547

Cited by 22 publications

(18 citation statements)

References 6 publications

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“…Female participants achieved higher rates of credentialing compared to all other demographic groups in both the CTL and non-CTL groups, despite more than two-thirds of female participants being enrolled only part-time. The research shows there are few numbers of female students in the manufacturing and construction programs [12,29]. However, knowing the results of female students in the online contextualized program is very promising, and augments what the literature suggested in terms of the underrepresentation of women in STEM and the enormous potential for them to enter into these fields, which is also consistent with what other studies revealed in the literature [30].…”

Section: Discussionsupporting

confidence: 81%

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An Experiential Online Training Approach for Underrepresented Engineering and Technology Students

2020

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Workforce pipelines are essential to sustain a productive workforce in an increasingly competitive, high-tech environment. Advanced automation, sensors, materials and data analytics will increase the need for highly skilled workers in the manufacturing (and manufactured construction) sector. Attracting and developing the next-generation workforce is not without its challenges; however, students are often deficient in technical skills and generally have negative perceptions about manufacturing and construction. As a result, new education and training models have been developed to provide instruction at all levels of the educational system, with a focus on both traditional students and non-traditional students, including ethnic minorities, women, veterans, disabled persons and older adult learners. This study focused specifically on certain underrepresented students in STEM programs offered at community colleges in the Great Plains region of the U.S. An available online training program by the Society of Manufacturing Engineers was used as a contextualized online training tool. The Learning Management System embedded in this online training tool was used to gather student data. Conducting multiple regression analyses on the test outcomes, completion rates, and improvement between post-test and pre-test scores showed that female participants achieved greater improvement between pre- and post-test scores than males, and achieved higher rates of credentialing compared to all other demographic groups. African American participants achieved greatest improvement between pre- and post-test scores than all other ethnic groups while Hispanics achieved higher rates of module completion. Additionally, this study also examines the background related to contextualized teaching and learning, as well as the effectiveness of this delivery method for these underrepresented populations.

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Section: Discussionsupporting

confidence: 81%

“…The community colleges of this part of the U.S.A. [12] serve a highly diverse population, which is comprised of both traditional and non-traditional students. Non-traditional students include large numbers of underrepresented people, such as women, minorities, and veterans who are STEM majors in community colleges.…”

Section: Literature Reviewmentioning

confidence: 99%

An Experiential Online Training Approach for Underrepresented Engineering and Technology Students

2020

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“…However, there is currently no single opinion on the essence of STEM technique. Some researchers associate it with contextual teaching and learning as experiential learning and mixing basic skills with real-life training [26]. The STEM range of problems cannot be understood in a mono-disciplinary context as it requires studying the impact of the methodology immediately on a group of disciplines.…”

Section: Discussionmentioning

confidence: 99%

“…Particularly, a number of studies indicate that e-learning is less effective for groups of students at increased risk of underperforming or expelling from the educational process and their chances of getting a degree are reduced [24,25]. Such risk groups include women, "people of colour" and Afro-American students, representatives of non-traditional social groups, students from low-income families, and those who are the first university-student in a family [12,25,26]. Moreover, according to the available statistical data, the representatives of these risk groups make up from half to the vast majority of students from a number of institutions in the USA, some European countries, and many Asian countries [12].…”

Section: Introductionmentioning

confidence: 99%

Online Technologies in STEM Education

Liu

Чубаркова

Kharakhordina

2020

Int. J. Emerg. Technol. Learn.

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STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.

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“…• Identify approaches to online science instruction that incorporate hands-on or experiential learning (Beier et al, 2019;Mohammadi et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Perceived Impact of COVID-19 and Other Factors on STEM Students’ Career Development

Desrochers

Naybor

Kelting

2020

J-STEM

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In early 2020, colleges shifted abruptly from traditional in-person to remote distant instruction due to COVID-19 potentially exacerbating science, technology, engineering, and mathematics (STEM) students’ recruitment and retention. This preliminary study using survey methodology was conducted with STEM students at a small (700 students) private college to examine questions related to students’ perceptions of natural science careers, career decision-making factors, barriers influencing students’ career path, including effects of COVID-19 on career goals, mental health, and perceived quality of instruction. A Qualtrics® survey was sent to 180 STEM students, from which we received 53 responses (29.4% response rate). Consistent with other studies, family was one of the most important factors supporting their career path. Students had a relatively upbeat career outlook despite being in the middle of a global pandemic and were only moderately worried about the impact of COVID-19 on their future career. Despite these relatively positive outcomes, the abrupt switch to online instruction was viewed unfavorably by most respondents, who valued the hands-on learning experiences obtained with traditional in-person instruction. It is possible that respondents’ views of online instruction may improve over time as instructors become more adept at using new instructional tools. Future research should evaluate this aspect and whether students’ career goals change across time as the pandemic unfolds.

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Workforce Development Through Online Experiential Learning for STEM Education

Cited by 22 publications

References 6 publications

An Experiential Online Training Approach for Underrepresented Engineering and Technology Students

An Experiential Online Training Approach for Underrepresented Engineering and Technology Students

Online Technologies in STEM Education

Perceived Impact of COVID-19 and Other Factors on STEM Students’ Career Development

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