A Connectivist Approach for Introductory Biology Laboratory Courses: An Instructional Framework to Address Stem Education and Workforce Needs

Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Samantha Fowler

Committee Member

Courtney Mckim

Committee Member

David Ni

Abstract

In today’s 21st century society, jobs at all levels are requiring STEM knowledge and specific abilities that are associated with STEM education. Development of a diverse, knowledgeable talent pool in STEM is crucial and critics have observed the failures of universities and colleges to meet the 21st century STEM workforce needs have led to calls for an approach that better engages students in the learning process. The purpose of this study was to determine the effect of a connectivist learning instructional framework on student achievement for college students in an Introductory Biology Laboratory course. The purpose of this study was to examine the differences in academic achievement, as defined by final cumulative course scores, between students enrolled in connectivist learning environment and students in a traditional lecture-laboratory learning environment. This study utilized a quasi-experimental approach to examine are the differences in Introductory Biology Laboratory students who are instructed in a connectivist learning environment and students who receive instruction in a traditional lecture-laboratory learning environment. The final grade scores for the students in the connectivist learning environment were compared to students enrolled in the traditional learning environment. The t-test indicated that the results were significant. The study’s connectivist instructional framework emphasis on its appreciation for the role of technology in instructional practices and impacts our understanding of organizational learning initiatives and best practices to meet the needs of our 21st century society.

Link to Full Text

Share

COinS