Effective eLearning and Transformative Pedagogical Strategies: STEM Programs

Daniel W. Keebler and Jessica Huffman
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Daniel W. Keebler: Rutgers University, USA
Jessica Huffman: Ivy Tech College, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2020, vol. 10, issue 2, 61-70

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.

Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:10:y:2020:i:2:p:61-70

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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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