In the first four parts of our series on online STEM labs, we looked at why online faculty choose to develop an online lab course, the diversity of lab solutions faculty implemented to meet course objectives, how to engage online lab students, and special assessment considerations within the context of online STEM labs. In this fifth and final part of our series, we take a look at some cutting edge efforts to improve teaching and learning in terms of both technical solutions and pedagogical approaches.
Do online STEM labs present unusually challenging circumstances for assessment? Yes, and no. In this fourth part of our five-part series discussing online STEM labs, we’re taking a look at the special assessment considerations inherent in online labs and how some faculty have tackled the challenge.
Motivating students to take ownership of their learning can be challenging, especially for online students who are often juggling work, family and more. This week’s Teaching Tip shares four ways to better engage students in online STEM labs.
There are many choices to consider when selecting a particular approach to designing online labs. In this second part of our four-part series on online STEM lab courses, we’re going to take a look at four main categories of online lab experiences and consider their respective strengths and weaknesses. When making design decisions for your online labs, return to and refocus on your intended objectives before tackling the question of how to get there.
Online education has come a long way. The days of online courses that mirrored self-paced correspondence courses of old are thankfully behind us. Quality, instructor-led online courses regularly feature-rich interaction, hands-on active learning, and engaging media content. However, STEM lab courses are still often seen as particularly challenging to develop for online delivery. In this first of a four-part series addressing online STEM lab courses, we’re going to address the question of why one might want to explore online modalities.
