Search results

1 – 10 of over 3000
Article
Publication date: 15 June 2020

Iris Howley

Process-oriented guided inquiry learning (POGIL) is a series of learning activities building on student prior knowledge guiding them to construct their own understanding of new…

1453

Abstract

Purpose

Process-oriented guided inquiry learning (POGIL) is a series of learning activities building on student prior knowledge guiding them to construct their own understanding of new concepts in collaborative roles. This paper aims to illustrate how POGIL worksheets can be adapted for low bandwidth and low-computing environments to accommodate the largest swathe of learners in higher education, as was the case during the switch to emergency remote learning in 2020.

Design/methodology/approach

The POGIL worksheets in this paper scaffold the discovery of new concepts while providing sample computer program output, guiding students to make predictions about the connection between program input and program output. Answers are provided to these questions after completion so that students may check their understanding or look to the answers as worked examples. These POGIL worksheets were used for the past two years in an in-person classroom situation with minimal computing resources, replacing 4/5 of a classroom lecture doing POGILs collaboratively. In the midst of emergency remote learning, these worksheets were adapted to complement asynchronous lecture videos, and also serve as lecture replacement as needed.

Findings

This paper discusses an approach to adapting POGIL worksheets for introduction to computer science for students who may not have the necessary digital tools (programing software, bandwidth for streaming video, etc.). While the context for this paper is computer science, POGIL has a deep history in chemistry education and other natural sciences, suggesting an approach that may be adapted for situations where hands-on laboratory experiments may not be possible.

Originality/value

CS-POGIL has many materials available for computer science, but this paper discusses 23 new worksheets and how to adapt them to the novel situation of emergency remote teaching.

Open Access
Article
Publication date: 3 August 2021

Macie N. Baucum and Robert M. Capraro

The purpose of this paper is to report the change in students' STEM perceptions in two different informal learning environments: an online STEM camp and a face-to-face (FTF) STEM

1569

Abstract

Purpose

The purpose of this paper is to report the change in students' STEM perceptions in two different informal learning environments: an online STEM camp and a face-to-face (FTF) STEM camp.

Design/methodology/approach

For this quasi-experimental study, 26 students participated in an online STEM summer camp and another 26 students participated in the FTF STEM camp. Students from each group took the same pre- and post-STEM Semantics Survey documenting their perceptions of the individual STEM fields and of STEM careers. Wilcoxon Signed-Rank tests, Mann–Whitney U tests and corresponding effect sizes were used to compare the pre- and post-scores within and between the camps.

Findings

Results indicate that both camps produce similar outcomes regarding STEM field and career perceptions. However, analysis of all statistical values indicates that the online STEM camp can produce a larger positive influence on STEM field perceptions and the FTF camp can produce a larger positive influence on STEM career perceptions.

Research limitations/implications

This suggests that STEM camps, both online and in-person, can improve students' perceptions of the STEM fields and of STEM careers. Implications from this study indicate that modifications of informal learning environments should be based on the type of learning environment.

Originality/value

This manuscript discusses the development and impact of an online STEM camp to accommodate for the sudden onset of the COVID-19 pandemic and the inability to hold an in-person STEM camp. These results may influence the curriculum and organization of future online and FTF STEM camps.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 23 September 2013

Lisa B. Elliot, Benjamin Rubin, James J. DeCaro, E. William Clymer, Kathy Earp and Michele D. Fish

The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical…

Abstract

Purpose

The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical barriers for students who are deaf or hard of hearing (D/HH) in postsecondary science, technology, engineering, and mathematics (STEM) majors.

Design/methodology/approach

A mixed-method approach (qualitative content analysis and descriptive statistics) documents project activities.

Findings

Google+ Hangouts was used for remote tutoring. Participants completed 57 tutoring sessions. Participants found tutoring beneficial, especially for its convenience. Technical assistance and feedback systems were created to support participants. Grade point averages (GPA) and retention remained stable.

Research limitations/implications

Research on this project continues. Small sample size is a limitation of the study. Ongoing research investigates how remote technology and social media impact learning for students who are D/HH.

Practical implications

Scholarship on social media for educational purposes is minimal. While specifics of particular social media platforms vary, recruitment, technical assistance, and establishing feedback mechanisms are common issues for VACs. Outcomes from this study will be used to improve this VAC and create documentation for replication.

Social implications

The Deaf STEM Community Alliance provides supportive resources to underrepresented students in STEM majors. Improved GPA and retention in STEM majors will generate more individuals qualified for STEM careers. Research on VACs creates opportunities to understand how technology and networked communities change knowledge and learning.

Originality/value

The Deaf STEM Community Alliance is a unique project for postsecondary students in STEM fields who are D/HH. The information is valuable to educators interested in using social media for instruction.

Details

Journal of Applied Research in Higher Education, vol. 5 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 21 August 2023

Marc T. Sager and Jeanna R. Wieselmann

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior…

Abstract

Purpose

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.

Design/methodology/approach

In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.

Findings

Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.

Research limitations/implications

All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.

Practical implications

This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.

Originality/value

The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 24 February 2023

Micaela Jaramillo-Arévalo, Aldo Alvarez-Risco, Myreya De-La-Cruz-Diaz, Maria de las Mercedes Anderson-Seminario and Shyla Del-Aguila-Arcentales

Science, Technology, Engineering, and Mathematics (STEM) education, its importance, and its difficulties have been defined. This chapter seeks to present the digital tools that…

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education, its importance, and its difficulties have been defined. This chapter seeks to present the digital tools that have been used during the pandemic period and that have been focused on promoting STEM education at different levels. The efforts made by educational organizations worldwide are mentioned. Different regions are shown presenting the best experiences of digital tools that enhance the elements of STEM and can be extended to different levels of education from elementary school to university. On the other hand, successful experiences of the use of technological tools from the teachers' point of view are shown, depicting the tools that have worked the most during the process of adapting to online classes to devise a much better educational plan that continues to take advantage of digital tools for STEM education.

Details

Sustainable Management in COVID-19 Times
Type: Book
ISBN: 978-1-80382-597-7

Keywords

Article
Publication date: 19 May 2021

Bokolo Anthony Jnr and Selwyn Noel

The Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to…

2783

Abstract

Purpose

The Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to this crises governments over the world have temporarily closed educational institutions to help reduce the spread of COVID-19. Accordingly, educational institutions are deploying innovative emergency remote teaching (ERT) and virtual learning (VL) approaches for students to study at home. Digital technologies are being employed as a positive response to COVID-19 pandemic. Therefore, this study draws on existing literature and theories of online learning and change management to provide evidence on the state of art of ERT and VL.

Design/methodology/approach

This current study employs a systemic review of 53 sources to provide descriptive analysis leveraging on secondary sources from the literature and document reports on theories of online learning and change management, COVID-19, pandemic, emergency remote teaching and virtual learning.

Findings

Findings from this study present the theories of online learning and change management and significance and challenges of adopting ERT and VL during the COVID-19 pandemic. Also, our findings present application platforms that are being deployed for the adoption of ERT and VL during and after COVID-19 pandemic. Lastly, the findings explore potential strategies as recommendations to be employed to improve current and future adoption of ERT and VL in educational institutions.

Originality/value

This study draws on existing literature and adds to existing body of knowledge by exploring the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. This study provides a timely guide on the potential of emergency remote teaching and virtual learning in higher education as a response to COVID-19 crises now and into the future. This study discusses the theories of online learning and change management and also offers recommendations to educationalists and policymakers in educational institutions on addressing the crisis.

Details

International Journal of Educational Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 4 October 2022

Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…

3470

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

Design/methodology/approach

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

Findings

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Details

Reference Services Review, vol. 50 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 April 2004

Shyamala C. Sivakumar and William Robertson

An integrated Web engine (IWE) has been developed by the Internetworking program at Dalhousie University, Halifax, Canada to deliver remote learning experience to geographically…

1274

Abstract

An integrated Web engine (IWE) has been developed by the Internetworking program at Dalhousie University, Halifax, Canada to deliver remote learning experience to geographically remote Master's students. The University intends to increase its student base through online education, retaining the same quality of interactions as the onsite program. To this end, the IWE accommodates three technology‐enabled learning environments that correlate with the three pedagogical approaches and types of onsite interaction. Discusses the e‐learning metrics, pedagogical and technical considerations that influence the design and implementation of the IWE environment. The IWE uses de facto networking standards, commercial and broadband Internet connectivity to ensure real‐time secure interaction with equipment and deliver lectures respectively. A four‐tier role architecture, consisting of faculty, local, remote facilitators, and students, has been determined to be appropriate and adapted to maintain academic integrity and offer the same quality of interaction as the onsite program.

Details

Internet Research, vol. 14 no. 2
Type: Research Article
ISSN: 1066-2243

Keywords

Book part
Publication date: 31 October 2015

Guoqing Tang and Caesar R. Jackson

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a…

Abstract

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a state-supported HBCU and National Science Foundation (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Institutional Implementation Project grantee. Through three rounds of NSF HBCU-UP implementation grants, a concerted effort has been made in developing interdisciplinary STEM undergraduate research programs in geophysical and environmental science (in round 1), geospatial, computational, and information science (in round 2), and mathematical and computational biology (in round 3) on NCA&T campus. We first present a brief history and background information about the interdisciplinary STEM undergraduate research programs developed and sustained at NCA&T, giving rationales on how these programs had been conceived, and summarizing what have been achieved. Next we give a detailed description on the development of undergraduate research infrastructure including building research facilities through multiple and leveraged funding sources, and engaging a core of committed faculty mentors and research collaborators. We then present, as case studies, some sample interdisciplinary research projects in which STEM undergraduate students were engaged and project outcomes. Successes associated to our endeavor in developing undergraduate research programs as well as challenges and opportunities on implementing and sustaining these efforts are discussed. Finally, we discuss the impact of well-structured undergraduate research training on student success in terms of academic performance, graduation rate and continuing graduate study, and summarize many of the learnings we have gained from implementation and delivery of undergraduate research experiences at HBCUs.

Details

Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula
Type: Book
ISBN: 978-1-78560-159-0

Keywords

Open Access
Article
Publication date: 3 April 2020

El-Shaimaa Talaat Abumandour

Public libraries play a pivotal role in supporting education and literacy. They provide numerous services, activities, collections and resources for education and leisure…

13372

Abstract

Purpose

Public libraries play a pivotal role in supporting education and literacy. They provide numerous services, activities, collections and resources for education and leisure. Bibliotheca Alexandrina (BA) is an international renowned public library that provides numerous services for different users worldwide. E-learning is an emergent and promising method for teaching and learning different subjects such as the science, technology, engineering and mathematics (STEM). The e-learning educational system is quite novel in Africa and the Middle East; hence, this paper presents the whole concept to the reader. In addition, it demonstrates number of e-courses tackling different domains provided by different educational institutions, national and public libraries worldwide.

Design/methodology/approach

In 2017, the BA inaugurated its e-learning services to cope with the new educational trend and to consolidate the lifelong learning concept in the community. The author showed special interest to the case of e-learning in the BA, as it is a regional public library. The main idea of this paper is to attract attention toward public libraries as a promising venue for e-learning implementation for general knowledge, library information sciences, soft skills, elementary and informal STEM education. The paper discusses in details e-learning and its characteristics.

Findings

In addition, the paper compares traditional education (face-to-face) with e-learning education, mentions both their pros and cons and recommends blending the two educational methods as they complement each other. Furthermore, the author has selected a sample of different STEM e-courses (203 different e-courses). These e-courses were selected to assert the possibility of presenting STEM topics in the form of e-courses.

Originality/value

This study would be one of the emergent research studies that connect e-learning to both STEM disciplines and public libraries. Additionally, this research highlights the importance of public libraries and all the services they provide. In the mean time, it shed light on the important and unique role of specialized librarians. Briefly, public libraries with all their resources, services and expert librarians could provide an exceptional e-learning experience to their community and be of great help to educational institutions and organizations.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

1 – 10 of over 3000