在线技术STEM教育项目管理
Fangyang Shen1, Janine Roccosalvo1, Jun Zhang2
1Department of Computer Systems Technology, New York City College of Technology (CUNY), Brooklyn, NY USA.
增强的诺伊斯探索者,学者,教师 (E-NEST) 模式在COVID-19期间有效地管理了在线STEM教育项目,通过远程学习和项目管理策略改善了学生的成功和教师的参与.
科学领域:
- 在STEM教育方面.
- 在线学习在线学习
- 项目管理 项目管理
背景情况:
- 由于COVID-19大流行,人们不得不转向在线教育,从而增加了对STEM有效项目管理的需求.
- 在线STEM教育的挑战需要探索新的知识和有效的模型.
研究的目的:
- 实施和评估在线STEM教育项目管理的增强的诺伊斯探索者,学者,教师 (E-NEST) 三层结构.
- 评估基于参与,能力和连续性 (ECC) 和团队学习 (TBL) 理论的远程学习策略的影响.
主要方法:
- 在纽约市立大学 (CUNY) 的两个机构实施了E-NEST模型,利用远程教学实习,专业发展和指导.
- 诸如Zoom,Google Meet和微软Teams等技术工具被用于远程协作和学习.
- 通过项目评估,在线调查和重点小组访谈收集了定性和定量数据.
主要成果:
- 通过远程学习,E-NEST模型对STEM教育和项目管理产生了积极的影响.
- 该模型有效地支持学生和教师在在线学习和项目管理会议中的成功.
- 与其他项目管理模型和以前的课程进行比较,表明了E-NEST项目的创新在线平台.
结论:
- 在E-NEST模型中修改了远程学习和管理工具,证明了在线STEM教育的有效性.
- E-NEST项目成功地将项目管理的最佳实践与在线学习理论 (ECC和TBL) 整合在一起.
- 这项研究为开发未来在线STEM教育模式和全球整合新实践提供了基础.
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