Comparing Virtual and In-Person Delivery Modes of a Preschool STEM School Readiness Program during the Pandemic
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| Title: | Comparing Virtual and In-Person Delivery Modes of a Preschool STEM School Readiness Program during the Pandemic |
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| Language: | English |
| Authors: | YaeBin Kim, Courtney E. Lyons, William P. Evans, Dan Weigel |
| Source: | Journal of Human Sciences & Extension. 2024 12(3). |
| Availability: | School of Human Sciences, Mississippi State University. PO Box 9745, Mississippi State, MS 39762. Tel: 662-325-6861; Fax: 662-325-8188; e-mail: jhse@ext.msstate.edu; Web site: https://scholarsjunction.msstate.edu/jhse/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Children, Preschool Curriculum, Preschool Education, Preschool Teachers, STEM Education, School Readiness, COVID-19, Pandemics, Distance Education, Electronic Learning, Parent Attitudes, Parents, Intermode Differences, Teaching Methods, Parents as Teachers |
| Geographic Terms: | Nevada |
| ISSN: | 2325-5226 |
| Abstract: | This study describes the transition of a preschool STEM school readiness program from in-person to virtual programming during the early pandemic phase, examines in-person and virtual program data to understand the effectiveness of these two program delivery modes, and presents lessons learned from this abrupt transition. Results suggest that in-person and virtual classes were effective and equivalent on parent ratings and program monitoring variables. Future study will be needed to fully determine the cost-benefit impacts of in-person, virtual, and hybrid program delivery models on STEM school readiness and other family engagement programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459884 |
| Database: | ERIC |
| Abstract: | This study describes the transition of a preschool STEM school readiness program from in-person to virtual programming during the early pandemic phase, examines in-person and virtual program data to understand the effectiveness of these two program delivery modes, and presents lessons learned from this abrupt transition. Results suggest that in-person and virtual classes were effective and equivalent on parent ratings and program monitoring variables. Future study will be needed to fully determine the cost-benefit impacts of in-person, virtual, and hybrid program delivery models on STEM school readiness and other family engagement programs. |
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| ISSN: | 2325-5226 |
