Teaching Online: STEM Education in the Time of COVID

Autor/inn/en	Seaman, Jeff; Allen, I. Elaine; Ralph, Nate
Institution	Bay View Analytics
Titel	Teaching Online: STEM Education in the Time of COVID
Quelle	(2021), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; COVID-19; Pandemics; Distance Education; Web Based Instruction; Student Motivation; Instructional Effectiveness; Electronic Learning; College Faculty; Teacher Surveys; Teacher Attitudes; Undergraduate Study; Barriers; Learning Activities; Equal Education + Suchen Sie Ihr Suchwort? STEM; Distance study; Distance learning; Fernunterricht; Web Based Training; Schulische Motivation; Unterrichtserfolg; Fakultät; Lehrerverhalten; Grundstudium; Lernaktivität
Abstract	The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, impacting academia in the U.S. across undergraduate and graduate levels. This study explores the impact these changes have had on higher education faculty in STEM fields. The results presented in this report are based on 896 responses from STEM (Science, Technology, Engineering, and Mathematics) faculty teaching at the graduate and undergraduate level. Data collection was conducted during the last week of October, 2020. Respondents represented multiple STEM disciplines, with faculty from the biological sciences making up the single largest group, followed by engineering, and those teaching in the physical sciences. COVID-19 has caused a significant shift in how faculty view online education within the STEM fields. As with any sudden change, the experience of faculty teaching online has been varied -- some good, and some bad. Overall, results suggest that faculty are cautiously optimistic about the future of online STEM education. This optimism suggests that individuals and institutions will use their experience in response to the COVID-19 pandemic as an opportunity to reassess how STEM education is currently delivered, and will be more open to new approaches that incorporate online education and digital learning into their curricula. Understanding how to better develop, deploy, and evaluate the tools and strategies faculty could employ for successful outcomes in online learning could prove crucial in the years to come. [This report was commissioned by the National Survey on the State of Online STEM Education (NSSOSE) with sponsorship from Carolina Distance Learning, HHMI Biointeractive, and DigitalEd.] (ERIC).
Anmerkungen	Bay View Analytics. 6924 Thornhill Drive, Oakland, CA 94611. Web site: https://www.bayviewanalytics.com/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01