COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

Azza Abouhashem, Rana Magdy Abdou, Jolly Bhadra, Nitha Siby, Zubair Ahmad and Noora Jabor Al-Thani
Additional contact information
Azza Abouhashem: Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
Rana Magdy Abdou: Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
Jolly Bhadra: Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
Nitha Siby: Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
Zubair Ahmad: Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
Noora Jabor Al-Thani: Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar

Sustainability, 2021, vol. 13, issue 5, 1-24

Abstract: An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

Keywords: digital transformation; digital learning resources; STEM; virtual science classroom (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)

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/5/2799/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/5/2799/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:5:p:2799-:d:510955

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().