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Effective Pedagogical Strategies for STEM Education from Instructors’ Perspective: OER for Educators
Open Praxis Pub Date : 2020-06-30 , DOI: 10.5944/openpraxis.12.2.1074
Meina Zhu

The Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) was launched in 2001. It is one of the earliest Open Educational Resources (OER). MIT OCW has published more than 2,400 courses which are available at no cost, the majority of which are STEM related. The purpose of this exploratory study was to examine the pedagogical strategies through reviewing instructor insights of 15 MIT OCW STEM courses using thematic analysis. The most effective pedagogical strategies used found by instructors were active learning, personalizing instruction, engaging learners, providing feedback, building learning community, and clarifying learning objective. Instructors used in-class formative assessment, such as quizzes and oral exams, for just-in-time teaching and online automatic assessment environments for students’ self-assessment. The primary summative assessments were final exams and projects. Instructors encountered challenges such as assessing students’ learning and changing pedagogical beliefs. Implications for practice were discussed as well.

中文翻译:

从教师的角度出发,针对STEM教育的有效教学策略:针对教育者的OER

麻省理工学院(MIT)OpenCourseWare(OCW)于2001年推出。它是最早的开放教育资源(OER)之一。麻省理工学院开放式课件(MIT OCW)已免费出版了2400多个课程,其中大多数与STEM相关。这项探索性研究的目的是通过使用主题分析来审查15个MIT OCW STEM课程的讲师见解,从而研究教学策略。讲师发现的最有效的教学策略是主动学习,个性化指导,吸引学习者,提供反馈,建立学习社区和明确学习目标。讲师将课堂测验和口试等形成性评估用于即时教学和在线自动评估环境中,以进行学生的自我评估。主要的汇总评估是期末考试和项目。讲师遇到诸如评估学生的学习和改变教学观念等挑战。还讨论了对实践的影响。
更新日期:2020-06-30
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