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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Lester, Tiffany Janese"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Patricia Patrick","Dr. Charlotte Mundy-Henderson","Dr. Lauren Neal"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["secondary STEM education","online learning environments","Community of Inquiry framework","teacher presence","social presence","cognitive presence","Education","Science and Mathematics Education","Secondary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/787","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Patricia Patrick","Dr. Charlotte Mundy-Henderson","Dr. Lauren Neal"]},{"key":"dc:creator","label":"Author","values":["Lester, Tiffany Janese"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["secondary STEM education","online learning environments","Community of Inquiry framework","teacher presence","social presence","cognitive presence","Education","Science and Mathematics Education","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/787"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Exploring Secondary Stem Teachers’ Experiences In Online Learning Environments: A Directed Content Analysis Using The Community Of Inquiry Framework"]}]}],"canonical_facts":{"dc:contributor":["Dr. Patricia Patrick","Dr. Charlotte Mundy-Henderson","Dr. Lauren Neal"],"dc:creator":["Lester, Tiffany Janese"],"dc:description.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.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/787"],"dc:language":["English"],"dc:subject":["secondary STEM education","online learning environments","Community of Inquiry framework","teacher presence","social presence","cognitive presence","Education","Science and Mathematics Education","Secondary Education"],"dc:title":["Exploring Secondary Stem Teachers’ Experiences In Online Learning Environments: A Directed Content Analysis Using The Community Of Inquiry Framework"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:25Z"}