Teaching STEM online at the tertiary level during the COVID-19 pandemic

Mina Sedaghatjou, Janette Hughes, Minnie Liu, Francesca Ferrara, James Howard, Maria Flavia Mammana

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

The COVID-19 pandemic not only impacted people’s lives globally, but also pushed faculty to quickly adapt to an online teaching environment and continue it until the end of the school or academic year. This study is urgently needed to gain an understanding of the challenges STEM faculty members face during the COVID-19 era as they make the transition to teaching online, while many of them engage in this shift for the first time. The initial results of an online survey of 101 International STEM faculty members showed that online evaluation and pedagogy are the most disrupted dimensions of e-learning when instructors struggled to re-orchestrate their teaching during such an unprecedented event. In addition, while the affective domain of teaching is identified as the missing dimension of an e-learning framework, adoption of the new technology is rated as the area of least concern for teaching STEM online.

Original languageEnglish (US)
JournalInternational Journal of Mathematical Education in Science and Technology
DOIs
StateAccepted/In press - 2021
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics

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