A Study of the Impacts of a Web-based Process Oriented Guided Inquiry Learning Tool on Teaching and Learning

该项目旨在通过加强现有的基于网络的平台来服务于国家利益，该平台支持团队学习环境中的教学和学生学习。过程导向的引导探究学习（POGIL）是一种以证据为基础的教学方法，在这种方法中，学生在教师的帮助下，在专门设计的活动中进行团队合作。事实证明，POGIL可以减少学生流失，提高学生的理解力。然而，教师可以犹豫，采用POGIL由于缺乏培训，创建POGIL活动的显着的开发时间，以及缺乏有效的支持工具，以促进和监测学生团队活动。该项目将培训和支持教员利用网络平台和课程中的活动实施POGIL学习活动。本研究将探讨教师如何在课堂上使用该平台，该平台如何影响学生在活动中的行为，以及该平台如何影响学生的动机和学习。该项目将支持一组教师将他们的活动和课程迁移到平台上，该平台可以用于面对面，混合或在线设置。该项目的目标是促进在STEM课程中采用POGIL活动，以便学生获得更好的学习效果。本项目所支持的团队学习方法是基于社会建构主义理论。学生学习干的概念，因为他们与他们的同龄人和教师在一个精心设计的活动，从事学生主动学习的背景下互动。该团队计划招募，培训和支持来自多个STEM学科和背景的14名POGIL从业者，以适应，试点和评估学习活动。将为现有的网络平台提供新的功能，该平台将提供丰富的反馈，并提供参与众多学习活动的机会。该项目将解决三个研究问题：（1）教师如何使用该平台，以支持他们的实施POGIL？(2)POGIL的实施如何影响学生在POGIL活动中的行为？(3)将POGIL与平台结合使用会如何影响学生的学习动机和学习效果？这些问题将通过分析访谈，调查，学生表现数据和平台使用数据来回答。将开发并验证活动迁移规则，以评估平台对每个POGIL活动的支持程度，并确定何时需要对平台进行更改，以解决限制，增强可访问性并添加新功能。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by enhancing an existing web-based platform that supports teaching and student learning in team learning contexts. Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based approach to teaching and learning in which students work in teams on specifically designed activities facilitated by instructors. It has been shown that POGIL can reduce student attrition and improve student understanding. However, instructors can be hesitant to adopt POGIL due to a lack of training, the significant development time for creating POGIL activities, and the lack of effective support tools for facilitating and monitoring student team activity. This project will train and support instructors to implement POGIL learning activities using the web-based platform and the activities in their courses. This study will examine how instructors use the platform in their classes, how the platform affects student behavior during the activities, and how the platform affects student motivation and learning. This project will support a set of instructors as they migrate their activities and classes into the platform, which can be used in face-to-face, hybrid, or online settings.The goal of this project is to advance the adoption of POGIL activities in STEM courses so that students will have better learning outcomes. The team learning approach supported by this project is grounded in the theory of social constructivism. Students learn STEM concepts as they interact with their peers and the instructor in the context of a well designed activity that engages students in active learning. The team plans to recruit, train, and support 14 POGIL practitioners from multiple STEM disciplines and contexts to adapt, pilot, and assess learning activities. New capabilities will be implemented for an existing web-based platform that will provide rich feedback and access to numerous learning activities. The project will address three research questions: (1) How do instructors use the platform to support their implementation of POGIL? (2) How does the POGIL implementation affect student behavior during the POGIL activities? (3) How does using POGIL with the platform affect student motivation and learning? These questions will be answered by analyzing interviews, surveys, student performance data, and platform usage data. An activity migration rubric will be developed and validated to assess how well the platform supports each POGIL activity and identify when changes are needed to the platform to address limitations, enhance accessibility, and add new capabilities. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.