Nungu Leonard, Mukama Evode, Nsabayezu Ezechiel
African Centre of Excellence for Innovative in Teaching and Learning Mathematics and Sciences (ACEITLMS), University of Rwanda-College of Education (UR-CE), Rukara Campus, Kigali, Rwanda.
Commonwealth of Learning, Vancouver, BC Canada.
Educ Inf Technol (Dordr). 2023 Feb 8:1-20. doi: 10.1007/s10639-023-11607-w.
This study aims to investigate how online collaboration can support the learning of science, technology, engineering, and mathematics (STEM) in higher education. Empirical data were collected from 88 postgraduate students studying at the African Centre of Excellence for Innovative Teaching Learning Mathematics and Science (ACEITLMS) using online oral interviews and two five-point Likert scale questionnaires. Interviews were analysed through content analysis while data from the questionnaire were scanned through the Statistical Package for Social Scientists (SPSS) to compute descriptive statistics and Spearman rho correlation coefficient. The findings indicate that online collaborative learning through small group discussions prompt knowledge co-construction, and higher-order thinking skills in STEM subjects. Moreover, the findings demonstrate how several electronic multimedia tools (PhET simulations, animations, YouTube videos) can increase student retention and engagement in learning STEM. Though the students reported that they experienced challenges such as poor internet connection, lack of laboratory work, electricity shortage, and limited ICT skills, they managed to complete STEM learning activities by using free virtual laboratories, portable tethering hotspots from their smartphones, and smartphones where power was a problem and learnt the navigation of ICT tools from their peers. The study found moderate positive Spearman rho correlation coefficient, which explains that 69% of the total variance in the students' successful performance is explained by the two variables, i.e., social and cognitive presence. The study recommends more training for course instructors and students. Efforts should be put in place to focus on ICT manipulation and curating interactive content. The researchers acclaim the expansion of internet coverage in University of Rwanda campuses. This action will enhance online and blended learning. Moreover, the study recommends the integration of ICT and the use of multimedia tools such as Bio-interactive and Physics Education Technology (PhET) interactive simulations in STEM subjects as supplementary resources. These tools support cognitive and affective domains in the teaching and learning process. Furthermore, universities can reduce the problem of expensive and inadequate laboratory equipment by adopting the use of virtual laboratories, especially for online STEM lessons.
本研究旨在调查在线协作如何支持高等教育中的科学、技术、工程和数学（STEM）学习。通过在线口头访谈和两份五点李克特量表问卷，从在非洲创新教学学习数学与科学卓越中心（ACEITLMS）学习的88名研究生中收集了实证数据。通过内容分析对访谈进行分析，而问卷数据则通过社会科学统计软件包（SPSS）进行扫描，以计算描述性统计数据和斯皮尔曼等级相关系数。研究结果表明，通过小组讨论进行的在线协作学习促进了知识共建以及STEM学科中的高阶思维技能。此外，研究结果还展示了几种电子多媒体工具（PhET模拟、动画、YouTube视频）如何提高学生对STEM学习的保持率和参与度。尽管学生们报告说他们遇到了诸如网络连接差、缺乏实验室工作、电力短缺和信息通信技术技能有限等挑战，但他们通过使用免费虚拟实验室、智能手机的便携式网络共享热点以及在电力成为问题时使用智能手机，设法完成了STEM学习活动，并从同伴那里学会了信息通信技术工具的操作。该研究发现斯皮尔曼等级相关系数为中度正相关，这表明学生成功表现中69%的总方差可由社会和认知临场感这两个变量来解释。该研究建议为课程教师和学生提供更多培训。应努力专注于信息通信技术操作和策划互动内容。研究人员称赞卢旺达大学校园网络覆盖范围的扩大。这一举措将加强在线学习和混合式学习。此外，该研究建议在STEM学科中整合信息通信技术并使用多媒体工具，如生物交互式和物理教育技术（PhET）交互式模拟作为补充资源。这些工具在教学过程中支持认知和情感领域。此外，大学可以通过采用虚拟实验室来减少昂贵且不足的实验室设备问题，特别是对于在线STEM课程。
