This study examines the critical aspects of remote STEM education in the post-pandemic period, from the perspectives of students and faculty at four European universities. This research was conducted approximately four years after the COVID-19 pandemic began, aiming to evaluate the efectiveness and challenges of remote learning alongside advancements in educational technology and teaching models. Data were collected via structured questionnaires from over fve hundred students and almost two hundred faculty members from four European universities. The study focused on resource availability, technical responsiveness, training adequacy, online assessment feedback, and social dynamics. Results reveal notable discrepancies between student and faculty perceptions regarding both assessment feedback and the signifcance of student-faculty interactions. While students viewed timely and detailed feedback as essential to their learning, faculty placed less emphasis on it, prioritizing instead the importance of direct interactions with students, a factor that students themselves considered less critical. Despite these diferences, both groups acknowledged the broader challenges to educational quality and academic integrity. The study also found a general consensus among the universities involved, with no signifcant gender bias. These fndings provide valuable insights for educational policymakers and institutions, helping refine remote teaching strategies and assessment methods to improve the quality and efectiveness of remote STEM education.

Remote STEM education in the post-pandemic period: challenges from the perspective of students and faculty / Maisano, Domenico A.; Carrera, Giovanna; Mastrogiacomo, Luca; Franceschini, Fiorenzo. - In: INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION. - ISSN 2365-9440. - ELETTRONICO. - 21:1(2024), pp. 1-35. [10.1186/s41239-024-00497-8]

Remote STEM education in the post-pandemic period: challenges from the perspective of students and faculty

Domenico A. Maisano;Giovanna Carrera;Luca Mastrogiacomo;Fiorenzo Franceschini
2024

Abstract

This study examines the critical aspects of remote STEM education in the post-pandemic period, from the perspectives of students and faculty at four European universities. This research was conducted approximately four years after the COVID-19 pandemic began, aiming to evaluate the efectiveness and challenges of remote learning alongside advancements in educational technology and teaching models. Data were collected via structured questionnaires from over fve hundred students and almost two hundred faculty members from four European universities. The study focused on resource availability, technical responsiveness, training adequacy, online assessment feedback, and social dynamics. Results reveal notable discrepancies between student and faculty perceptions regarding both assessment feedback and the signifcance of student-faculty interactions. While students viewed timely and detailed feedback as essential to their learning, faculty placed less emphasis on it, prioritizing instead the importance of direct interactions with students, a factor that students themselves considered less critical. Despite these diferences, both groups acknowledged the broader challenges to educational quality and academic integrity. The study also found a general consensus among the universities involved, with no signifcant gender bias. These fndings provide valuable insights for educational policymakers and institutions, helping refine remote teaching strategies and assessment methods to improve the quality and efectiveness of remote STEM education.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2995862