SCENARIO-BASED eLEARNING AND STEM EDUCATION: A QUALITATIVE STUDY EXPLORING THE PERSPECTIVES OF EDUCATORS

  • David E. Proudfoot, Dr. University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona
  • Mansureh Kebritchi, Dr. University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona

Abstract

There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants’ perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement.

Keywords: scenario based learning, STEM, student engagement, eLearning, motivation

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Published
2017-06-20
How to Cite
E. Proudfoot, D., & Kebritchi, M. (2017). SCENARIO-BASED eLEARNING AND STEM EDUCATION: A QUALITATIVE STUDY EXPLORING THE PERSPECTIVES OF EDUCATORS. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 5(1), University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona. https://doi.org/10.5937/IJCRSEE1701007P