<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thasmai Dhurumraj</style></author><author><style face="normal" font="default" size="100%">Sam Ramaila</style></author><author><style face="normal" font="default" size="100%">Ferhana Raban</style></author><author><style face="normal" font="default" size="100%">Ahmed Ashruf</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414365.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1055-1067</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Asheena Singh-Pillay</style></author><author><style face="normal" font="default" size="100%">Jayaluxmi Naidoo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS’ REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning style</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching and learning</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">reflections</style></keyword><keyword><style  face="normal" font="default" size="100%">WhatsApp</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414714.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers’ reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students’ learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1125-1136</style></section></record></records></xml>