Understanding the Effect of Distance Learning Teaching Experiences on Transformational Instructor-Leadership on STEM education

2021 ◽  
Author(s):  
Zoncita Norman, Ph.D.
Keyword(s):  
Distance Learning ◽  
Stem Education ◽  
Teaching Experiences ◽  
Instructor Leadership

scholarly journals The transforming of an online, distance-learning masters of nature science

2020 ◽  
Vol 8 (2) ◽  
pp. 1-12
Author(s):  
Nataliya Valko ◽  
Viacheslav Osadchyi
Keyword(s):  
Distance Learning ◽  
Stem Education ◽  
Remote Access ◽  
Teaching Material ◽  
Full Time ◽  
Temporary Change ◽  
Online Distance Learning ◽  
Online Distance

For a number of reasons, in particular the introduction of urgent quarantine measures, a temporary change is taking place in the format of full-time studies on distance learning. This requires a quick reorientation of the teacher and students to use educational solutions to provide remote access to teaching material. The article studies the requirements for building a distance course in order to quickly adapt full-time education to distance learning. The features of the organization of distance STEM education are determined. The pedagogical and technological aspects of supporting distance learning STEM are established. The problems that may arise during the organization of distance learning are analyzed and models for overcoming them are considered. An example of constructing a course in accordance with established requirements is given.

scholarly journals DISTANCE LEARNING METHODS FOR STEM EDUCATION COURSES

2020 ◽  
Vol 71 (3) ◽  
pp. 192-198
Author(s):  
B.G. Bostanov ◽  
◽  
S.G. Grigoriev ◽  
K.K. Nurlybaev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Stem Education ◽  
New Technologies ◽  
Human Life ◽  
Educational Process ◽  
Learning Methods ◽  
Education Courses ◽  
Innovative Techniques ◽  
And Robotics ◽  
New Devices

New technologies and innovative devices are increasingly penetrating into human life, actualizing the need for their development and implementation. An important role in this process is the training of teachers who are able to master and use such equipment in the field of education. Currently, STEM education is becoming increasingly popular, allowing you to quickly master new devices and technologies. Special pedagogical STEM parks are being created, where innovative techniques are being tested in the training of teachers. In Kazakhstan, as well as other countries with vast territories, the development of STEM education is possible through the use of remote forms of organization of the educational process. This paper discusses possible ways to use and develop distance-learning forms in the organization of STEM courses. Models of organizing courses on mechatronics and robotics based on the use of new educational devices are proposed.

scholarly journals Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

2021 ◽  
Vol 11 (8) ◽  
pp. 406
Author(s):  
Simon Barlovits ◽  
Simone Jablonski ◽  
Claudia Lázaro ◽  
Matthias Ludwig ◽  
Tomas Recio
Keyword(s):  
Mixed Methods ◽  
Distance Learning ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Personal Contact ◽  
Teaching Experiences ◽  
Mixed Methods Approach ◽  
Main Challenge ◽  
Children’S Homes ◽  
New Situation

In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic.

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