The school lock-downs entailed from the out-break of Covid-19 pandemic have transformed the practices in education community with virtual online lessons become the common place.   Although there are more and more countries opt to relax the pandemic-control measures after more than two years of fighting against the corona-virus, online lessons are still popular in countries with tighter counter-pandemic policies, or in case there is a come-back due to a virus-variant.

Whilst eLearning is good for teaching conceptual understandings, for long it poses challenges to lessons in integrative STEM that are purported to nurture innovative through hands-on problem-solving learning activities.

Elsewhere the author proposes “5 Essentials of online practical STEMaker project” (stated as “5 Essences” in Wan 2021, namely (I) Engaging and reciprocity, (II) Enumerate supportive measures in face of limitations, (III) Existing resource of students, (IV) Experiencing the design process and context, (V) Ensuring students’ attainments in tangible outcomes) with a view to describe teachers’ thinking and considerations in planning and offering hands-on practical lesson in the online virtual mode.

In order to further gather and expand the wisdoms and expertise of teachers in teaching virtual practical lesson, a number of STEMaker Projects with varying extent of virtuality (online lesson, face-to-face lesson, hybrids), extent of tangibleness of learning outcome (Hands-on, digital/ IT) and original intended delivery mode (specifically planned for online lesson, specifically planned for face-to-face lesson, adaptation in face of locking down) are examined with the “5 Essentials”.  It is envisioned the findings from this analysis can enrich STEM teachers’ knowledge-base and teaching practices with a view to enhance students’ learning in practical problem-solving through online mode.