Remote STEM Education: Gap Analysis from the Perspectives of Students and Faculty

Purpose: This study aims to assess the current critical aspects (or gaps) in remote STEM education, from the dual perspectives of students and faculty from different European universities. Initiated about four years after the onset of the COVID-19 pandemic, the study explores the critical aspects affecting educational outcomes, in the context of the ongoing EU-funded REMOTE project.
Methodological approach: The research involved the design and implementation of structured questionnaires through the LimeSurvey platform, focusing on various critical aspects of remote learning and assessment, such as resource availability, training adequacy, technical responsiveness, online assessment feedback, and social dynamics. Data were collected from over five hundred students and nearly two hundred faculty members, from four different European universities.
Findings: The results show some discrepancies between student and faculty perceptions regarding the adequacy of assessment feedback, which is particularly critical for students but not for faculty, and student-faculty interaction, which is particularly critical for faculty but not for students. On the other hand, a consensus emerged between the two counterparts on the intrinsic challenges to educational quality and academic integrity. In addition, the analysis revealed a general agreement among the universities involved in the questionnaires, despite their different geographic and cultural contexts, with a substantial absence of gender bias for both students and faculty.
Practical/social implications: These insights may be relevant for educational policymakers and institutions to continue to refine online teaching strategies and assessment methods.

Quality of education, Remote learning/assessment, Gap analysis, Questionnaire