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Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

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Online technological STEM education project management.

Fangyang Shen¹, Janine Roccosalvo¹, Jun Zhang²

¹Department of Computer Systems Technology, New York City College of Technology (CUNY), Brooklyn, NY USA.

Education and Information Technologies

|June 26, 2023

Summary

This summary is machine-generated.

The Enhanced Noyce Explorers, Scholars, Teachers (E-NEST) model effectively managed online STEM education projects during COVID-19, improving student success and faculty engagement through remote learning and project management strategies.

Keywords:

Online learning Project management STEM education cooperative/collaborative learning

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Area of Science:

STEM Education
Online Learning
Project Management

Background:

The COVID-19 pandemic necessitated a shift to online education, increasing demand for effective project management in STEM.
Challenges in online STEM education required exploring new knowledge and effective models.

Purpose of the Study:

To implement and evaluate the Enhanced Noyce Explorers, Scholars, Teachers (E-NEST) three-tiered structure for online STEM education project management.
To assess the impact of remote learning strategies based on Engagement, Capacity, and Continuity (ECC) and Team-Based Learning (TBL) theories.

Main Methods:

The E-NEST model was implemented at two City University of New York (CUNY) institutions, utilizing remote teaching internships, professional development, and mentorship.
Technological tools such as Zoom, Google Meet, and Microsoft Teams were employed for remote collaboration and learning.
Qualitative and quantitative data were collected through project evaluations, online surveys, and focus group interviews.

Main Results:

The E-NEST model demonstrated positive impacts on STEM education and project management through remote learning.
The model effectively supported student success and faculty in online learning and project management meetings.
Comparisons with other project management models and previous curricula indicated the E-NEST project's innovative online platforms.

Conclusions:

The modified remote learning and management tools within the E-NEST model proved effective for online STEM education.
The E-NEST project successfully integrated project management best practices with online learning theories (ECC and TBL).
This research provides a foundation for developing future online STEM education models and integrating new practices globally.