Author(s):
Need: In social constructivism, students interact and collaborate to construct their own understanding; this increases student motivation, content learning, skill development, and retention, particularly for minoritized students. More specifically, in Process Oriented Guided Inquiry Learning (POGIL), student teams complete classroom activities that guide them to understand concepts and practice skills. The instructor observes, asks and answers questions, gives pacing cues, and leads occasional discussions.
However, many instructors find it difficult to adopt such approaches and effectively facilitate learning, particularly for classes that are large, hybrid, online, or physically constrained (e.g., fixed seats, social distanced). Prior to 2020, most POGIL classes used paper-based activities, but there is growing interest (particularly due to COVID) in software tools that support dashboards (to help instructors monitor teams and facilitate learning), richer activity content, non-co-located teams, and related features.
Thus, this project addresses a real, growing, and urgent need for instructors in a “community of transformation” in STEM education. We have a functional web platform (Guided Inquiry Learning with Technology – GILT), a community of instructors to provide rich feedback, and access to numerous learning activities.
Guiding Question:
1. How do instructors use the platform – what scaffolding, tools, and data do they access and when?
2. How do instructors use the scaffolding, tools, and other data from the platform to support their implementation of POGIL?
3. How do instructor changes to POGIL implementation impact instructor-student interactions?
4. How does using POGIL with the platform impact student motivation and learning?
Outcomes:
1. Verified designs and insights regarding dashboard, feedback, and other supports implemented in the STIGIL platform and ready for adoption in other platforms and settings.
2. Verified processes, templates, rubrics, and training to help instructors adopt new scaffolding and tools, and adapt learning materials and facilitation practices.
3. Research-based insights into instructor facilitation practices and student outcomes that can inform training and practices in POGIL and related pedagogical approaches.
Broader Impacts: The platform uses rich, real-time data to enhance instructor facilitation and student learning. This project supports instructors as they adopt the platform, and will validate tools, learning activities, and practices that can be used by instructors across the POGIL community and beyond. Better tools, learning activities, and support for instructors and students will lead to broader, more effective adoption, which in turn will lead to better student outcomes. The platform supports practices that particularly benefit minoritized students, and thus should help to broaden participation in computing and other STEM disciplines.
Coauthors
Richard Moog, The POGIL Project, Lancaster, PA; Pat Campbell, Campbell-Kibler Associates, Groton, MA
