Effective eLearning and Transformative Pedagogical Strategies: STEM Programs

Effective eLearning and Transformative Pedagogical Strategies: STEM Programs

Daniel W. Keebler (Rutgers University, USA) and Jessica Huffman (Ivy Tech College, USA)
Copyright: © 2020 |Pages: 10
DOI: 10.4018/IJOPCD.2020040105

Abstract

This research exposed gaps in the current literature for online learning and transformative pedagogical strategies in STEM (science, technology, engineering and mathematics) programs. These voids were explored, and new blended strategies were provided to encourage online educators to develop effective pedagogical designs in STEM programs. Online education is no longer thought of as a passing trend, but as a viable alternative to traditional educational teaching methods. STEM educators need to develop online learning platforms that are flexible and effective, that enrich the student's experience while not diminishing the intellectual growth of the learner. This will help build learner cohesion and a more stable and effective learning environment, one that has the opportunity to develop into a community of learning. Research indicates that the STEM areas of study require a different pedagogical design than those in other curricula such as liberal arts and social science programs, specifically in the area of developing Higher Order Cognitive Skills (HOCS) in learners. This paper focuses on the pedagogical designs that will enable universities to successfully establish STEM online learning programs at their institutions.
Article Preview
Top

Transformation

A transformation is occurring but the shift from traditional to online learning methods has not gone smoothly. Aspects of transformative educational methods need to be incorporated in this pedagogical shift. Transformative education is one that considers four key components: personal, relational, institutional, and community (Markos & McWhinney, 2003). First regarding the personal component, the student needs to gain academic understanding, feel a sense of belonging, and to be free to seek out knowledge. The relational component involves the use of dialogue and encouraging deep engagement. STEM online educators should help build a sense of connectivity between the class, the instructor, the university, and academia. Next regarding the institutional component, the university must provide the environment, the processes, and the tools for transformation. The final component is community, that is to encourage students to engage in social action and realize the need for social responsibility to gain a sense of holism (Markos & McWhinney, 2003). The transformative educational methods noted above need to be incorporated in today’s pedagogical design to build an effective learning experience for students.

Gazan et.al (2018) suggested some critical factors to developing an effective pedagogy for STEM online education. Gavan stated, “Participative resources and practices have been associated with the success, retention, and persistence of postsecondary students in STEM education, including cocurricular activities, peer support, and mentoring through learning communities (p. 5). Gavan’s research findings clearly align with the successful pedagogical factors noted by Markos and McWhinney (2003) and this research study.

Complete Article List

Search this Journal:
Reset
Open Access Articles: Forthcoming
Volume 11: 4 Issues (2021): Forthcoming, Available for Pre-Order
Volume 10: 4 Issues (2020)
Volume 9: 4 Issues (2019)
Volume 8: 4 Issues (2018)
Volume 7: 4 Issues (2017)
Volume 6: 4 Issues (2016)
Volume 5: 4 Issues (2015)
Volume 4: 4 Issues (2014)
Volume 3: 4 Issues (2013)
Volume 2: 4 Issues (2012)
Volume 1: 4 Issues (2011)
View Complete Journal Contents Listing