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A STEM family eLearning framework to increase family engagement in disadvantaged communities

Darmody, Kate, Booth, Julie, O'Toole, Fergal, Alcala, Alexandra, Bleach, Josephine, Stynes, Paul and Pathak, Pramod (2022) A STEM family eLearning framework to increase family engagement in disadvantaged communities. In: IADIS 16th International Conference on e-Learning. IADIS. (Unpublished)

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STEM family e-learning involves increasing the engagement in STEM home learning activities. STEM home learning activities range from exploring subjects such as science technology, engineering, and maths through a fun play based K-6 STEM curriculum. The family are trained to act as teachers, mentors, and coaches to the K-6 members. Families from educational disadvantaged areas are typically early school leavers and having the STEM capacity to support their children is a challenge. This research proposes a STEM Family e-Learning framework to increase family engagement in supporting the K-6 members engaged in STEM learning activities. The proposed framework combines training for volunteers and STEM learning activities provided to families. Training for volunteers focuses on how to work with families in disadvantaged communities. STEM learning activities involve providing the family with STEM programmes such as Virtual Robotic Coding Clubs, Card Challenges, e-Learning Programme, STEM Play and Learn, STEM Workshops, Showcases and Events. Parent and child evaluation data indicate that the activities stimulated interest in STEM for both children and their parents and increased confidence in STEM subjects. This research can potentially enhance the mainstreaming and extension of STEM e-learning to disadvantaged communities.

Item Type: Book Section
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Q Science > Q Science (General)
L Education > LC Special aspects / Types of education > Blended Learning
Divisions: Early Learning Initiative Publications
Depositing User: Tamara Malone
Date Deposited: 31 Jan 2023 17:52
Last Modified: 31 Jan 2023 17:52

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