A Distinctive Method of Online Interactive Learning in STEM Education

Azza Abouhashem, Rana Magdy Abdou, Jolly Bhadra, Malavika Santhosh, Zubair Ahmad and Noora Jabor Al-Thani
Additional contact information
Azza Abouhashem: Qatar University Young Scientists Center (QUYSC), Qatar University, Doha P.O. Box 2713, Qatar
Rana Magdy Abdou: Qatar University Young Scientists Center (QUYSC), Qatar University, Doha P.O. Box 2713, Qatar
Jolly Bhadra: Qatar University Young Scientists Center (QUYSC), Qatar University, Doha P.O. Box 2713, Qatar
Malavika Santhosh: Qatar University Young Scientists Center (QUYSC), Qatar University, Doha P.O. Box 2713, Qatar
Zubair Ahmad: Qatar University Young Scientists Center (QUYSC), Qatar University, Doha P.O. Box 2713, Qatar
Noora Jabor Al-Thani: Qatar University Young Scientists Center (QUYSC), Qatar University, Doha P.O. Box 2713, Qatar

Sustainability, 2021, vol. 13, issue 24, 1-17

Abstract: 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.

Keywords: educational model; STEM education; interactive learning environment (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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