Date of Award
2026
Type
Dissertation
Major
Doctor of Education
Degree Type
Doctor of Education in Curriculum and Leadership (Curriculum)
Department
Teacher Education
First Advisor
Dr. Patricia Patrick
Second Advisor
Dr. Charlotte Mundy-Henderson
Third Advisor
Dr. Lauren Neal
Abstract
This study is a directed qualitative content analysis of 21 peer-reviewed studies published between 2020 and May 2025 on secondary STEM teaching in online environments. Using the Community of Inquiry framework, I examined how teaching, social, and cognitive presence shaped instructional strategies, teacher experiences, and reported challenges. Coding with deductive and inductive methods identified recurring themes: teachers adapted to digital platforms, navigated uneven levels of digital fluency, and implemented intentional strategies to maintain social interaction. The studies also revealed persistent equity gaps in access and participation alongside innovative approaches to course and pedagogical design. These themes demonstrate how secondary STEM educators managed the rapid transition to online instruction during and after COVID-19. The findings imply that professional development and policy must prioritize digital fluency, equity, and presence-driven pedagogy.
Recommended Citation
Lester, Tiffany Janese, "Exploring Secondary Stem Teachers’ Experiences In Online Learning Environments: A Directed Content Analysis Using The Community Of Inquiry Framework" (2026). Theses and Dissertations. 787.
https://csuepress.columbusstate.edu/theses_dissertations/787
