Understanding the Influence of Distance Learning Experiences on Students' Engagement on STEM Education in Higher Education

Abstract

The current pedagogical approach/methodology of using distance learning as a teaching method has been in existence through the years, designed for people who cannot physically attend classes in college and university levels. Further escalation of the current COVID-19 pandemic situation worldwide has forced all school levels to maintain distance learning as a teaching approach mode across disciplines in global educational settings. Prince, Felder, and Brent (2020) examined method of actively engaging students in online university-level STEM courses; described variety of synchronous and asynchronous engagement strategies, cited research supporting effectiveness and offered suggestion for maximizing the effectiveness of active engagement regardless of which strategies are adopted to achieve it. In this light, this reflection offers to highlight the effects of distance learning experiences on students' engagement in STEM education in higher learning. to accomplish this endeavor, this paper (1) defines and explains the following constructs: distance learning, students' active engagement, and STEM education; (2) reviews pertinent literature on the topic; and lastly concludes in this writing.