Exploring Chinese STEM college students’ expectations of effective online courses

Q3 Social Sciences

International Journal of Chinese Education Pub Date : 2023-05-01 DOI:10.1177/2212585x231188977

Xi Lin, Lin Luan, Yan Dai

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引用次数: 0

Abstract

STEM learning aims to prepare students with hands-on and problem-based learning. However, teacher-centered instruction has been the predominant course delivery technique in STEM education regardless face-to-face or online learning context. Using both quantitative and qualitative research methods, this study explores the expectations of effective online courses based on Moore’s three types of interactions among Chinese STEM college students taking synchronous teacher-centered lecture-based online courses. A total of 175 undergraduate STEM students were recruited at one Chinese university. Results indicate that these students expect their instructors to integrate activities to motivate interactions with their instructor, peers, and the learning content. Students’ perceptions of the advantages and challenges of taking synchronous lecture-based courses are also discussed. It is expected that the findings would enlighten professionals of higher education in China to adjust teacher-centered instruction and to adequately prepare and train online instructors to foster an active online learning environment in STEM fields.

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探讨中国STEM大学生对有效在线课程的期望

STEM学习旨在为学生提供动手和基于问题的学习。然而，无论是面对面学习还是在线学习，以教师为中心的教学一直是STEM教育中的主要课程交付技术。本研究采用定量和定性研究方法，基于Moore的三种互动方式，探讨了中国STEM大学生对有效在线课程的期望。中国一所大学共招收了175名STEM本科生。结果表明，这些学生希望他们的导师整合活动，以激励他们与导师、同伴和学习内容的互动。还讨论了学生对同步授课课程的优势和挑战的看法。预计这些发现将启发中国高等教育专业人士调整以教师为中心的教学，并充分准备和培训在线教师，以在STEM领域营造积极的在线学习环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Chinese Education Social Sciences-Education

CiteScore

2.40

自引率

0.00%

发文量

期刊介绍： The International Journal of Chinese Education (IJCE) is a result of the collaboration between Brill Academic Publishers and the Institute of Education at Tsinghua University. It aims to strengthen Chinese academic exchanges and cooperation with other countries in order to improve Chinese educational research and promote Chinese educational development. Through collaboration among scholars in and outside of China who are dedicated to the investigation of Chinese education, this journal aims to raise Chinese educational research levels, further recognize and solve Chinese educational problems, inform Chinese educational policies and decisions, and promote Chinese educational reform and development. This journal welcomes empirical as well as theoretical studies on particular educational issues and/or policies.