Active learning-based STEM education for in-person and online learning.

Area of Science:

• Higher Education
• STEM Education
• Online Learning

Background:

• The COVID-19 pandemic necessitated a rapid transition to remote learning in higher education.
• Traditional lecture formats may not be optimal for remote environments.
• There is a need to explore pedagogical approaches that enhance student engagement and equity in online settings.

Purpose of the Study:

• To explore the potential of active learning strategies in the context of remote higher education.
• To investigate how active learning can improve student performance in online STEM courses.
• To examine the role of active learning in promoting equity and inclusivity for underrepresented students in remote learning environments.

Main Methods:

• This study involves a review of existing literature on active learning and remote education.
• Analysis of case studies demonstrating the implementation of active learning in online STEM courses.
• Comparative analysis of student outcomes in active learning versus traditional lecture-based remote learning formats.

Main Results:

• Active learning approaches have shown potential to increase student performance in remote settings.
• Implementation of active learning can help narrow achievement gaps for underrepresented students.
• Active learning strategies contribute to greater equity and inclusivity in online STEM education.

Conclusions:

• The shift to remote learning offers a unique opportunity to integrate and benefit from active learning.
• Active learning is a viable and effective pedagogical approach for enhancing online STEM education.
• Adopting active learning is crucial for fostering an equitable and inclusive learning environment for all students in higher education.