Abstract
This chapter examine ways in which technology may be utilized to enhance teaching and learning in sciences, technology, engineering, and mathematics subjects (STEM) subjects. The chapter presented an overview of student engagement, as a concept in higher education and ways in which it can enhance learning in STEM subjects using technology. The chapter contributed to the ongoing conversation on the importance of student engagement in higher education, with a particular focus on students in STEM courses, by problematizing the concept of student engagement, and theorizing on its implications for teaching and learning in higher education. Student engagement is topical in higher education today, particularly with the shift from subject-centered learning to student-centered learning. STEM subjects can benefit from various forms of student engagements that can be affected through the use of learning management systems (LMS).
TopStudent Engagement In Stem
There is no consensus on the meaning of student engagement in research (Kahn, 2014;Kahu & Nelson, 2018). Ashiwin and McVitty (2015) expound that there is a unanimous position, in both academic and policy publications, that students’ engagements is a vital component of higher education. Because of the imprecise nature of the term, it has become a buzzword for many activities, such as student engagement in curricular development, student engagement in quality assurance, as well engagement in institutional governance (Kuh, 2009; Zepke, 2014). Paula and Thomas (2015) indicate that most higher education classes including STEM, are noted for student passivity and the use of monotonous lecture methods of teaching and learning. Students are not given any time to reflect and engage on issues or to collaborate and defend their views, which is a vital component of learning (Bond, 2020;Himmele & Himmele, 2015; Syed, 2021).
Struyf et al. (2019) conceptualised student engagement as intensity in terms of behaviour and the degree of emotional commitment of a person to a task. The dimension of behaviour on the part of a student encapsulates the endevour, attentiveness and tenacity during a learning interaction. The emotional components of students’ engagement are epitomized by passion, fascination, and merriment. On the contrary side, students who are disengaged, plausibly display alienation, and are likely to be inert or demoralized, and can easily abandon the subject. This is a trend that is noticeable in the United States, with students from minority groups such as Latinos, Black Americans, and Indigenous American communities. The concept of engagement plays a central stage in education as it is associated with student achievement, acquisition of academic skills and content and perseverance in STEM subjects.
Robinson and Hullinger (2008, p.101) define student engagement as “efforts of students to study a subject, practice, obtain feedback, analyse and solve problems.” These activities that are considered meaningful and have the ability to lead to the growth and development of the students. Students engagements has been characterised as displaying attributes such as:
Key Terms in this Chapter
Flipped Classroom: a situation where students learn in a blended way at home online and also in face-to-face classes.
Millennial: A person born between 1980 and around 2000.
Gamification: The use of games in learning for the purpose of developing cognitive skills.
Heredity: Biological material that can be passed on from one generation to the next.
Moodle Cognitive Domain: are dealing with the development of the mind.
Attrition: students who drop from subjects or courses.
Affective Domain: an area dealing with emotions and values.