Evaluating technologies for communicating mathematical and scientific reasoning in fully online engineering courses: a technology choice framework

Studying science, technology, engineering, and mathematics (STEM) degrees online brings unique challenges since students and academics are expected to digitally communicate complex mathematical and scientific formulas as well as draw graphs and diagrams in online environments that are ill-suited to the task. Current practices using linear syntax, graphical equation editors, and scanned handwriting all have limitations. Digital inking (that is, the use of digital stylus-based technologies and computer software to produce digitized handwriting) offers one solution. This practice-orientated case study aimed to identify and integrate a suitable technology that enabled students and academics to communicate STEM reasoning across a fully online engineering degree. The technology needed to be affordable and widely available, easy to install and use, have minimal academic integrity concerns, and be compatible with existing systems including the learning management system, virtual classroom software, and online exam invigilation software. Guided by learning design considerations and institutional, disciplinary, student, and teacher requirements, the case study demonstrates a process of decision making that enables the development of high-quality courses, positive student learning outcomes, and staff development opportunities. After reflecting upon and analyzing our experiences, we propose a concise technology choice framework to guide others through the process of technology investigation and adoption for online STEM courses. Refereed/Peer-reviewed