Online Learning in STEM Courses During Times of Disruption
Additional Funding Sources
The project described was supported by the Pacific Northwest Louis Stokes Alliance for Minority Participation through the National Science Foundation under Award No. HRD-1410465.
Abstract
This study aimed to evaluate online STEM course design during the global pandemic due to COVID-19. STEM faculty that taught a course in Spring 2020 from Boise State University were surveyed to collect their perception and experience on the sudden change to online learning, how they assessed their students, and how this change impacted students' learning. Results from over fifty responses indicated that almost two-thirds of STEM faculty changed how they evaluated their students. The survey results indicated that the sudden change to remote learning negatively impacted students' learning. Some instructors reported changes in students learning due to less engagement in the virtual environment and preferred in-person classes. A significant number of professors offered flexibility due to uncertainty. There were not relevant or new recommendations, as many participants commented that there was only time for doing and not thinking. However, more than two-thirds of the participants stated that more time would have made a huge difference in the ways they assessed their students and the impact on their learning. Furthermore, 50% of participants suggested that a mix of synchronous and asynchronous is a better approach to supporting students' learning. Students reported mixed feelings in the course evaluations with both methods.
Online Learning in STEM Courses During Times of Disruption
This study aimed to evaluate online STEM course design during the global pandemic due to COVID-19. STEM faculty that taught a course in Spring 2020 from Boise State University were surveyed to collect their perception and experience on the sudden change to online learning, how they assessed their students, and how this change impacted students' learning. Results from over fifty responses indicated that almost two-thirds of STEM faculty changed how they evaluated their students. The survey results indicated that the sudden change to remote learning negatively impacted students' learning. Some instructors reported changes in students learning due to less engagement in the virtual environment and preferred in-person classes. A significant number of professors offered flexibility due to uncertainty. There were not relevant or new recommendations, as many participants commented that there was only time for doing and not thinking. However, more than two-thirds of the participants stated that more time would have made a huge difference in the ways they assessed their students and the impact on their learning. Furthermore, 50% of participants suggested that a mix of synchronous and asynchronous is a better approach to supporting students' learning. Students reported mixed feelings in the course evaluations with both methods.