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eSTEeM Projects

eSTEeM is providing a mechanism for professional development through practice-based scholarship within a mentored community. Much of our work is organised on a project basis with project management aimed at the delivery of new educational outcomes and scholarship outputs. 

eSTEeM supports a rolling portfolio of approx. 80 active scholarship projects under a number of themes which include:

  • Access, Participation and Success
  • Innovative assessment
  • Online/onscreen STEM practice
  • Supporting students
  • Technologies for STEM learning

To learn more about our projects, please click on the project titles or use the search feature below by entering keywords. To search by the name of a project leader, please use the 'Filter by Project Leader' tab on the right-hand side of this page.

The search found 264 result(s)

Search results

    Gamification to increase participation in maths practice quizzes in Level 1 Engineering modules

  1. Silvia Varagnolo Zahra Golrokhi

    2. The aim of this project is to improve students’ engagement with maths exercise through the gamification of existing practice quizzes. The specific context is T192 (the first module in the Engineering Qualification) which already features weekly maths practice quizzes.

    June 2024 to December 2025

    Students’ emotion regulation when learning online

  2. Jake Hilliard

    3. The purpose of this project is to explore students’ emotion regulation practices while studying online. Specifically, this study will investigate how and why students manage their own emotions, as well as examine whether they try to influence their peers' emotions in these learning settings.

    June 2024 to June 2025

    Exploring student’s self-efficacy in response to modular events during introductory level science modules

  3. Sam Johnson

    4. Self-efficacy is an individual’s belief that they can successfully complete a particular task. Self-efficacy has been shown to be strongly predictive of performance and retention. Current studies are largely cross-sectional and do not explore how self-efficacy changes throughout a module.

    October 2024 to January 2026

    Online practical work for science and engineering students

  4. Mark Endean

    5. This short scoping project aimed to assess the feasibility of and, ideally, shape a longer‐term programme of collaborative working between the Faculties of Science and MCT, and East China University of Science and Technology (ECUST) in Shanghai, China.

    April 2011 to August 2012

    Gathering student perception about online/distance practical science at level 1

  5. Victoria Nicholas

    6. This eSTEeM project has investigated student perception about online practical science for two modules at level 1. Students were interviewed and completed online questionnaires before and after studying these modules. The interviews confirmed the anecdotal evidence that students felt more positiv

    December 2013 to February 2016

    Students’ study of online modules

  6. Elaine Moore

    7. The aim of this study was to obtain data on how students studied online modules and to use this to put in place amendments to the current presentation where this could be easily done or to subsequent presentations to enhance the students’ experience.

    December 2014 to August 2017

    Gathering student perception about online/distance practical science at level 2

  7. Victoria Nicholas

    8. We describe findings from a study based upon a collaborative project carried out online as the end of module assessment activity of a multidisciplinary science module at the UK Open University.

    July 2015 to February 2021

    Online Chemistry Support Clinics

  8. Nick ChattertonElaine Moore

    9. The “Chemistry Clinics”, now re-named as “Getting Ready for….”, were initially designed to enhance retention and progression in the second-year chemistry module, S215.

    January 2016 to January 2020

    Understanding and improving students’ learning experience and engagement with practical science on-line: The case of virtual and remote microscopes

  9. Christothea Herodotou

    10. There is a need to better understand what works best for students who study practical science online in order to improve their overall learning experience.

    February 2016 to January 2019

    SDK100 – what aspects of this online only module are the students engaging with?

  10. Vikki Haley-MirnarCarol Midgley

    11. SDK100 Introduction to health sciences, an evidence-based approach (first presented in October 2015) is the Level 1 entry module for the Q71 BSc Health Sciences pathway. It was the first core module in Science to be delivered entirely online.

    October 2016 to March 2021

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