Join us at the STEM Educators conference on September 23, 2025 for STEM educators to explore new ideas, strategies, and inspiration for reimagining STEM teaching and learning.
College students continue to sign up for online courses at increasing rates, but they also pass them at lower rates than face-to-face courses. To support better outcomes, this paper describes how the Postsecondary Teaching with Technology Collaborative research team leveraged self-directed learning (SDL) concepts to design, develop, and test three instructional strategies for online learning.
Meghan McIntyre, a senior professor of mathematics at Wake Technical Community College in North Carolina, is no stranger to online learning or employing innovative strategies to engage her students. Meghan’s work with the Postsecondary Teaching with Technology Collaborative (the Collaborative) builds on her earlier efforts to improve online learning for her students.
As part of the Collaborative’s efforts to foster and support students’ self-directed learning (SDL) in online courses, we have explored the research literature, consulted experts, collaborated with our college partners, and gathered perspectives from administrators, staff, and faculty.
Online courses have become an increasingly common feature of the higher education landscape, expanding access and offering flexibility for students.
As students increasingly enroll in online postsecondary STEM courses, instructors and students need new strategies to bolster academic success, particularly for students systemically marginalized in STEM and higher education.
In the Los Angeles Community College District, modified course offerings allowed for more hybrid and online options. This brief explores questions about various course modalities, including their effectiveness and challenges, through the lens of faculty experiences and reflections.
This What Works Clearinghouse practice guide contains recommendations for practitioners, researchers, and educators on using technology to support student learning in the postsecondary space.
My college journey began like many do. I felt unconfident and underprepared due to a lack of a proper high school education. Like many others, I also witnessed the expansion of online courses in the wake of the pandemic, and I was forced to adapt to a new way of learning.
Don’t miss our poster presentation: Technology-Based Instructional Strategies Show Promise in Improving Self-Regulated Learning Skills at Broad-Access Postsecondary Institutions
Poster Session #2 (1:15-2:15PM EST, Friday July 19). This paper presents preliminary findings from a rapid-cycle evaluation that tests two technology-supported instructional strategies (videos and prompts) designed to improve SRL in online learning.