![]() Free-text survey responses revealed that individual students had strong preferences either for or against FCs in the context of their particular study habits. 022), as well as a shift in preference away from FCs throughout the semester (p =. Post-survey responses showed overall higher student satisfaction for GOs compared to FCs (p =. Time spent studying for each quiz, as well as other measures of study habits, decreased significantly throughout the semester. Overall, there was no significant difference in quiz scores (p =. Quantitative and qualitative data were collected in the form of in-depth pre- and post-course surveys. ![]() Crossover occurred such that groups of students alternated between receiving GOs and FCs. One week later, students completed quizzes of content knowledge for each lesson and indicated amount of time spent studying. All students received identical content presented via weekly in-class lectures and were given study aids in either GO or FC format. A mixed-methods prospective randomized crossover trial was undertaken with veterinary students (n = 59) in an elective cardiology course. Both graphic organizers (GOs) and flash cards (FCs) have shown utility for enhancing learning in specific contexts. ![]() The ideal study aid format for veterinary students remains unknown. When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations. Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations. Implications for practice University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors’ pedagogical beliefs and addressing cultural and pragmatic issues. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education.
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