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COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

Author

Listed:
  • Azza Abouhashem

    (Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar)

  • Rana Magdy Abdou

    (Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar)

  • Jolly Bhadra

    (Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar)

  • Nitha Siby

    (Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar)

  • Zubair Ahmad

    (Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar)

  • Noora Jabor Al-Thani

    (Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar)

Abstract

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.

Suggested Citation

  • Azza Abouhashem & Rana Magdy Abdou & Jolly Bhadra & Nitha Siby & Zubair Ahmad & Noora Jabor Al-Thani, 2021. "COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar," Sustainability, MDPI, vol. 13(5), pages 1-24, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2799-:d:510955
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    References listed on IDEAS

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    1. César Torres Martín & Christian Acal & Mohammed El Homrani & Ángel Custodio Mingorance Estrada, 2021. "Impact on the Virtual Learning Environment Due to COVID-19," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    2. Chuanyi Wang & Zhe Cheng & Xiao-Guang Yue & Michael McAleer, 2020. "Risk Management of COVID-19 by Universities in China," JRFM, MDPI, vol. 13(2), pages 1-6, February.
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    Cited by:

    1. Noora Jabor Al-Thani & Malavika E. Santhosh & Jolly Bhadra & Zubair Ahmad, 2023. "The Prominent Roles of Undergraduate Mentors in an Online Near-Peer Mentoring Model," Sustainability, MDPI, vol. 15(4), pages 1-16, February.

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