Teachers’ Appreciation of Benefits and Shortcomings of Online and Blended Higher STEM Education
Bibliographic Data
| ID | 22042129 |
|---|---|
| Authors | Iouliia Skliarova (0000-0002-6684-9416, University of Aveiro, corresponding author), Inês Meireles (0000-0002-4122-4137, University of Aveiro, corresponding author), Tatiana Tchemisova (0000-0002-2678-2552, University of Aveiro), Isabel Cação (0000-0003-3360-2350, University of Aveiro), Natália Martins (0000-0002-5934-5201, University of Aveiro) |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Pages | 338 |
| Publication date | 2023-03-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13040338 |
| OpenAlex | W4361008258 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This paper is devoted to identifying online teaching strategies appropriate for blended and face-to-face higher STEM (Science, Technology, Engineering, and Mathematics) education. The study is inspired by the experience gained during the COVID-19 pandemic lockdown, which forced many higher education institutions worldwide to shift abruptly to distance education and try many new tools, teaching methods, and strategies. Some of these tools and strategies were abandoned as soon as the lockdown had been lifted and the institutions returned to their regular functioning, but some of them are bound to stay. Certainly, it would be beneficial to include the most valuable of the gained skills and competences in traditional on-campus and blended courses. The study is based on an online questionnaire, addressed to the STEM faculty of the University of Aveiro, Portugal (which is an example of an institution that used to provide face-to-face instruction), whose analysis permits to derive a number of important recommendations. The results are compared with our previous work, where the students’ perspectives were analyzed, and similarities and discrepancies in appreciation of the involved parties are highlighted. This work extends the body of knowledge about the impact of the COVID-19 pandemic on STEM education by examining the challenges and opportunities faced by teachers. The recommendations derived contribute to improving the learning outcomes of online STEM education in many similar institutions
Blended Learning · Distance education · Educational technology · Higher education · Institution · Mathematics education · Medical education · Pedagogy · Political science · Social science · Sociology · COVID-19 and Mental Health · Digital literacy in education · Educational Innovations and Technology · Engineering · Medicine · Psychology
Online teaching-learning in higher education during lockdown period of Covid-19 pandemic
The Covid-19 pandemic and E-learning
Teachers’ digital competencies in higher education
Online Learning
How Teachers Conduct Online Teaching During the Covid-19 Pandemic
STEM Faculty’s Support of Togetherness during Mandated Separation
Enriching Traditional Higher STEM Education with Online Teaching and Learning Practices
Emergency remote teaching and students’ academic performance in higher education during the Covid-19 pandemic
An exploratory study on the emergency remote education experience of higher education students and teachers during the Covid‐19 pandemic
The post‐Covid‐19 future of digital learning in higher education
Digitalization and beyond
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |