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How Have STEM Courses 'Adapted' to Online Learning during a Pandemic?

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Have STEM Courses 'Adapted' to Online Learning during a Pandemic?/
Author:	Beer, Annelise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	49 p.
Notes:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28419849
ISBN:	9798516912115

How Have STEM Courses 'Adapted' to Online Learning during a Pandemic?
Beer, Annelise.

How Have STEM Courses 'Adapted' to Online Learning during a Pandemic? - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 49 p.

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.S.)--The George Washington University, 2021.

This item must not be sold to any third party vendors.

Higher education STEM courses are typically taught face to face as many aspects of the class require hands-on experiences. However, these courses were forced to transition to emergency online learning delivery in the middle of the Spring 2020 semester because of the COVID-19 pandemic. This pandemic shut down higher education and impacted courses learning outcomes, particularly those in the STEM fields. This paper outlines the literature on pedagogy and how this is applied to online learning before and after the emergency online transition. The thesis also considers the stressors associated with this transition and provides case studies of how some STEM courses transitioned their courses online. I also provide a personal experience in transitioning ANTH 1001 labs to an online format at George Washington University during the Spring 2020 transition.

ISBN: 9798516912115Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Biological anthropology

How Have STEM Courses 'Adapted' to Online Learning during a Pandemic?
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520 $a Higher education STEM courses are typically taught face to face as many aspects of the class require hands-on experiences. However, these courses were forced to transition to emergency online learning delivery in the middle of the Spring 2020 semester because of the COVID-19 pandemic. This pandemic shut down higher education and impacted courses learning outcomes, particularly those in the STEM fields. This paper outlines the literature on pedagogy and how this is applied to online learning before and after the emergency online transition. The thesis also considers the stressors associated with this transition and provides case studies of how some STEM courses transitioned their courses online. I also provide a personal experience in transitioning ANTH 1001 labs to an online format at George Washington University during the Spring 2020 transition.
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