An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

中文翻译：

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COVID-19启发了中学阶段基于STEM的虚拟学习模型-以卡塔尔为例

由于COVID-19大流行，教育教学方法出现了前所未有的转变，极大地影响了全球学生的学习过程。本文介绍了在学校因COVID-19流行而关闭期间开发基于STEM的在线课程，以应对虚拟科学教室的局限性，而局限性可能会带来积极的STEM学习环境。这种基于在线STEM的课程的学习模型成功地开发并在38名小学预科生上进行了练习，帮助他们克服了学习效率的下降。各种数字学习资源，包括PowerPoint演示文稿，视频，在线模拟，交互式测验和创新游戏，均被用作实现各自内容目标的教学工具。执行了一种反馈机制方法，以改善在线教学的交付和项目学习者在以学生为中心的方法中的作用，从而帮助对课程内容进行定性评估。学生的学习行为为该计划的积极成果提供了具体见解，目睹了最少的学生退学和最多的完成作业。从课程评估（通过结合同步和异步方法），学生反馈和SWOT分析得出结论，以评估课程的有效性。见证最少的学生退学和最大的完成作业。从课程评估（通过结合同步和异步方法），学生反馈和SWOT分析得出结论，以评估课程的有效性。见证最少的学生退学和最大的完成作业。从课程评估（通过结合同步和异步方式），学生反馈和SWOT分析得出结论，以评估课程的有效性。