Addressing the Challenges of Online and Blended STEM Learning with Grounded Design

Autor/inn/en	Chang, Yunjeong; Lee, Eunbae
Titel	Addressing the Challenges of Online and Blended STEM Learning with Grounded Design
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 5, S.163-179 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Online Courses; Blended Learning; STEM Education; College Faculty; Web Based Instruction; Educational Technology; Electronic Learning; Faculty Development; Instructional Design; College Instruction + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; STEM; Fakultät; Web Based Training; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschullehre
Abstract	During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors' pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01