Topics: Applied Physics, Education, Internet, Nanotechnology, STEM
Today poignantly, is the 50th anniversary of Earth Day. Some of us celebrate in willing self-isolation; others wish a repeat of the 1918 Influenza Pandemic by callously campaigning for others to die for an economy so wrought with inequality it cannot handle it's centennial equivalent.
A disclaimer note: Though these are unique times to say the least, this is not a support for fully online STEM education, though there can be some. Science for the most part is done in-person. I hope this is a bridge until we get to that again. It's hard to Zoom a breadboard circuit design or a laboratory set up.
Worldwide demand is growing for effective STEM (science, technology, engineering, and mathematics) education that can produce workers with technical skills. Online classes—affordable, flexible, and accessible—can help meet that demand. Toward that goal, some countries have developed national online higher-education platforms, such as XuetangX in China and Swayam in India. In 2015 eight top Russian universities collaborated to create the National Platform of Open Education, or OpenEdu. Professors from highly ranked departments produced courses for the platform that could then be used, for a fee, by resource-constrained universities. The courses comply with national standards and enable universities to serve more students by reducing the cost per pupil.
A new study from Igor Chirikov at the University of California, Berkeley, and his collaborators at Stanford and Cornell Universities and the National Research University Higher School of Economics in Moscow investigates the effectiveness of the OpenEdu program. The researchers looked at two metrics—effectiveness of instruction and cost savings—and found that the platform was successful on both fronts.
Online STEM courses can rival their in-person analogues
Christine Middleton, Physics Today