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Teaching Undergraduate STEM Students as Emerging Adults: Developing More Self-Regulated Learners in Online Education
Abstract
The need to reform science, technology, engineering, or math (STEM) education in the United States has been shown through both industry and educational research. Despite many suggested reform strategies including applied, active learning, most STEM undergraduate education is being delivered in large, lecture-based classrooms. In 2020, the need to deliver STEM undergraduate courses online complicated reform efforts. This chapter is focused on the need to reframe reform efforts to be more focused on designing and delivering STEM online courses to develop emerging adult learners. This would involve moving from the primary mode of pedagogical instruction to andragogical instruction designed to be more inclusive and engaging. This approach would provide opportunities for learners to become more self-regulated in online STEM education with the goal of cultivating self-directed learners that will be retained in STEM programs and ultimately be successful future STEM professionals.
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