A distinctive method of online interactive learning in stem education
المؤلف | Abouhashem, Azza |
المؤلف | Abdou, Rana Magdy |
المؤلف | Bhadra, Jolly |
المؤلف | Santhosh, Malavika |
المؤلف | Ahmad, Zubair |
المؤلف | Al-Thani, Noora Jabor |
تاريخ الإتاحة | 2023-01-15T09:39:40Z |
تاريخ النشر | 2021-12-01 |
اسم المنشور | Sustainability (Switzerland) |
المعرّف | http://dx.doi.org/10.3390/su132413909 |
الاقتباس | Abouhashem, A.; Abdou, R.M.; Bhadra, J.; Santhosh, M.; Ahmad, Z.; Al-Thani, N.J. A Distinctive Method of Online Interactive Learning in STEM Education. Sustainability 2021, 13, 13909. https://doi.org/10.3390/su132413909 |
الملخص | A breakthrough that has occurred in recent years is the emergence of the COVID-19 pandemic. It has affected various sectors of society, including the educational sector. It has prevented students from performing group-oriented hands-on activities and has eventually transformed their active learning environment in schools into virtual passive lectures at home. Therefore, to solve this impedance, we exercised several online STEM programs (five online STEM programs with repetitive cycles) for school students, including 140 students (middle and high school), 16 undergraduate (UG) secondary mentors, and 8 primary STEM professionals. Thus, the study revealed the results of a distinctive interactive online STEM teaching model that has been designed to overcome the virtual classroom’s impediments. The employed teaching model demonstrates an interactive learning environment that ensures students’ engagement, retention, and participation, driving them to STEM innovations. Various digital tools, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games were used as teaching aids. Both the synchronous and asynchronous means in a student-centered approach, along with the feedback mechanism, were implemented. Finally, the employed method’s effectiveness was revealed by the maximum student retention and STEM innovation rates, along with the model’s potentiality towards its replicability and sustainability. Thus, the outlook of such initiatives could further be broadened by its sustainability and replicability aspect towards vulnerable student communities such as academically introverted and specially challenged students. |
اللغة | en |
الناشر | MDPI |
الموضوع | Educational model Interactive learning environment STEM education |
النوع | Article |
رقم العدد | 24 |
رقم المجلد | 13 |
ESSN | 2071-1050 |
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