Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting

In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training

Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs

In the traditional lab setting, it is reasonably straightforward to monitor student learning and provide ongoing feedback. Such formative assessments can help students identify their strengths and weaknesses, and assist faculty to recognize where students are struggling and address problems immediately. But in an online virtual lab setting, formative assessment has challenges that go beyond space-time synchrony of online classroom. As we see increased enrollment in online courses, learning science needs to address the problem of formative assessment in online laboratory sessions. We developed a student team learning monitor (STLM module) in an electronic health record system to measure student engagement and actualize the social constructivist approach of Process Oriented Guided Inquiry Learning (POGIL). Using iterative Plan-Do-Study-Act cycles in two undergraduate courses over a period of two years, we identified critical components that are required for online implementation of POGIL. We reviewed published research on POGIL classroom implementations for the last ten years and identified some common elements that affect learning gains. We present the critical components that are necessary for implementing POGIL in online lab settings, and refer to this as Cyber POGIL. Incorporating these critical components are required to determine when, how and the circumstances under which Cyber POGIL may be successfully implemented. We recommend that more online tools be developed for POGIL classrooms, which evolve from just providing synchronous communication to improved task monitoring and assistive feedback

The role of pedagogical tools in active learning: a case for sense-making

Evidence from the research literature indicates that both audience response systems (ARS) and guided inquiry worksheets (GIW) can lead to greater student engagement, learning, and equity in the STEM classroom. We compare the use of these two tools in large enrollment STEM courses delivered in different contexts, one in biology and one in engineering. The instructors studied utilized each of the active learning tools differently. In the biology course, ARS questions were used mainly to check in with students and assess if they were correctly interpreting and understanding worksheet questions. The engineering course presented ARS questions that afforded students the opportunity to apply learned concepts to new scenarios towards improving students conceptual understanding. In the biology course, the GIWs were primarily used in stand-alone activities, and most of the information necessary for students to answer the questions was contained within the worksheet in a context that aligned with a disciplinary model. In the engineering course, the instructor intended for students to reference their lecture notes and rely on their conceptual knowledge of fundamental principles from the previous ARS class session in order to successfully answer the GIW questions. However, while their specific implementation structures and practices differed, both instructors used these tools to build towards the same basic disciplinary thinking and sense-making processes of conceptual reasoning, quantitative reasoning, and metacognitive thinking.Comment: 20 pages, 5 figure

Finite Element Analysis (FEA) in Electronics Devices and Photonics through Process Oriented Guided Inquiry Learning (POGIL)

Advance and complex mathematical skill such as finite element analysis are traditionally required to the understanding of electronics devices and photonics applications. Unless the students want to further their studies in theoretical field using complex calculations, students are offered an alternate learning skill such as POGIL by using software simulation packages with embedded FEA to help them visualize the abstract of photonics theories. Students were allowed to modify the original template given in the package, but in the learning process, they have to answer several guided questions in the activity specified. We presented two studies: Thermo Photovoltaic (TPV) cell and Acoustic Levitator (AL), prepared by two groups of third year physics students using COMSOL software and POGIL. As a result, students were able to complete their activities with a new skill of a standard researche

Comparing the Process Oriented Guided Inquiry Learning (POGIL) Method to an Independently Developed Guided Inquiry Method (InDGIM) in a High School Academic Chemistry Course.

A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of Covariance. This ANCOVA examined the main effects of group and gender on test results. The results show that there are no statistical differences in outcomes between the POGIL and the InDGIM group, nor are there statistical differences in performance between males and females with either approach, although females perform better than males overall. There are no interaction effects between group and gender. Students in the lowest quartiles, as per their Keystone Algebra scores (an end-of-course assessment designed by the Commonwealth of Pennsylvania to assess proficiency in multiple subjects) show no differences in performance with either methodology, whereas students in the upper quartile in the InDGIM group perform better than those in the POGIL group. Students perform better on almost all of the unit tests and the final exam when taught with the InDGIM rather than the POGIL approach. The results of the Keystone Biology test is a better indicator of student success in chemistry compared to the results on the Keystone Algebra test. Regression analysis indicates that students with higher Keystone Biology scores are 34.8% more likely to earn a higher score on the chemistry final exam and are 20% more likely to earn a higher final grade in the chemistry course. Keywords: active student-centered pedagogy, chemistry education, cooperative learning, group assessment of logical thinking, GALT, inquiry, independently developed guided inquiry method, particulate nature of matter, ParNoMA2, process oriented guided inquiry learning, POGIL, socialization

A Look at the Effectiveness of High School Chemistry Curriculum in Preparing Students for ACT

In the ever-changing world, students are challenged with cultivating the skills and knowledge needed to handle the pace and level of understanding required to excel in their future. The foundation for a student\u27s future begins in their formative years, but high school is a prime environment for nurturing the applied, critical thinking, and problem-solving skills needed to move forward into independent, adult life. Mississippi schools are ranked by an accountability score, which is used to determine fund allocation and the development of improvement plans. This score is compiled by looking at various state-tested courses, College and Career Readiness Standards (MS CCRS) scores (including the ACT), and graduation rates. Chemistry is not an accountability subject, but students who take chemistry also take the ACT in the same year. In this case, the ACT serves as a tool for accountability and a tool for predicting college readiness and success (ACT.org, 2016). Given that the skills needed to succeed in chemistry are also needed to succeed on the ACT, it seems prudent to find ways to help students understand the chemistry content while simultaneously strengthening the skills to do well on the ACT Science sub-test. To address this, a two-tiered study was conducted over five years to determine if integrating an Inquiry-Based (IBL) method, specifically Process Oriented Guided Inquiry Learning (POGIL), would benefit student chemistry success and increase scores on the ACT. The first two years looked at the effects of POGIL integration by comparing 3 assessment scores (Pre-test, Post-test, and ACT science sub-test). Years 3-5 sought to establish a difference between teaching methods by comparing the effects of POGIL integration versus non-POGIL integration The POGIL and non-POGIL classes were taught by two different teachers, and the scores were compared through the 3 same assessments (Pre-test, Post-test, and ACT Science sub-test). The research significantly impacts student ACT Science scores over a five-year period. The two-tiered study indicated that students were better prepared to be successful on the ACT science test. The change came through using critical thinking in the chemistry classroom in controlled environments and helping students build capacity with those skills

Effects of Active Learning Variants on Student Performance and Learning Perceptions

This paper aims to examine the relative impacts of three different models of learning (collaborative learning, traditional lecturing and process-oriented guided inquiry learning [POGIL]) on student performance and learning perceptions. In a controlled case study, we measured the learning outcomes of 57 undergraduates in a chemistry course taught by the different learning modules, using quizzes and exams as performance measures. In one academic quarter, the collaborative learning method was used exclusively whereas all three models were used subsequently in a second quarter by dividing up lectures into 4 different modules. Student quiz and exam outcomes indicated significant difference between collaborative learning and traditional lecturing (P = 0.01) but not within the active learning variants or POGIL versus traditional lecturing (P \u3e 0.05), suggesting students performed best on content taught by collaborative learning. When prompted to pick a learning module, 67% of the students chose collaborative learning but not POGIL, indicative of student preference for one active learning variant over the other. However, student engagement and higher-order thinking appeared to be higher under the POGIL module though both skills were also evident during the collaborative learning period. Based on the outcome of the present study, it is recommended that purely inquiry-based lectures should employ short-burst intermittent lecturing to overcome student resistance and negative perceptions

Towards online delivery of process-oriented guided inquiry learning techniques in information technology courses

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However, advances in online learning technologies have prompted increases in the popularity of flexible delivery and distance education courses. Therefore, teaching methodologies need to reflect the changing student demographic. This paper describes a preliminary approach for adapting POGIL techniques for use in tertiary courses delivered online. We discuss the current technologies that can be used for teaching online and contrast their suitability for POGIL. A teaching format is presented using Web 2.0 technologies (a wiki, blogs, and social networking) as a starting point for POGIL. We describe how an online third year Information Technology subject adopted these technologies for a condensed implementation of POGIL

An exploration of process oriented guided inquiry learning in undergraduate Chemistry classes

The research study explored student’s understanding of stereochemistry and their perceptions of learning chemistry in first year undergraduate chemistry classes following a modified Process-Oriented Guided Inquiry Learning (POGIL) that included group work. A 5-item two-tier stereochemistry concept diagnostic test (SCDT) was developed and administered to explore their understanding of stereochemistry concepts. The students’ perception of POGIL learning was gauged in an effort to establish construct and convergent validity to the SALG instrument

Development of a Laboratory Module in 3D Printing

3-D printing has witnessed significant improvements since its inception. The terms “3D printing” and “additive manufacturing (AM)” are sometimes used interchangeably, as this process enables economical and rapid prototyping of various product designs within a very short time period. The recent technical advancement in 3D printing managed to scale down the size of printing machine and the complexity of process, where it is a more affordable technology for hobbyist, educators, engineers, researchers and scientists. Despite the advances made in 3D printing technology, it is still far from where it could commercially provide new opportunities for more complex and flexible applications. Furthermore, due to the nature of the current techniques, materials are one of the most limiting factors in the advancement of 3D printing technology.The primary goal of the paper is to develop a laboratory session in 3D printing for undergraduates to present a methodology of the mechanical and thermal characterizations of the 3D printed specimens in the ASTM standard testing using fused deposition modeling technique. The open-source-based 3D printers in fused deposition modelling (FDM) are readily available to the public at low costs in the market. A small-scale-low-cost FDM printer was used as a default-test-printing machine to produce the test-specimens for the ASTM standards of D6110 (Charpy impact test), D638 (tensile test), and D648 (heat deflection test), respectively; these test specimens were printed using the current filament material (e.g. Polylatic acid (PLA)) and were evaluated according to the ASTM standards designated. Additionally, the results of the mechanical and thermal tests were compared to the published data for comparison. For example, the average impact strength of the 3D printed specimens in Charpy testing was 0.39 kJ/m2 and the average of tensile strength of the specimens in tensile testing was 22.91 MPa, respectively. In the paper, we will report the experimental results of the 3D printed specimens by the ASTM standard tests and present findings from the assessment and evaluation of the laboratory module developed in FDM printing