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TopA 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.