POGIL

Abstract: Information technology has stimulated efforts to reform teaching methods in dental education. Most of these efforts involve a shift from conventional mode to the more technology-savvy and student-centered approach. The aim of this study was to compare postgraduate dental students' academic performance using two teaching methodologies (video-based learning and blended module-based learning) in a biostatistics and research methodology course in a master's program at a dental college in India. This retrospective study involved two groups of students enrolled in the master's program with different years of admission: Group I in 2013-14 (n=80) and Group II in 2015-16 (n=80). Group I students learned the subjects with video-based learning, whereas Group II students were taught using a blended module program using a small-group learning system called Process-Oriented Guided Inquiry Learning (POGIL). The students' final course evaluation (summative assessment) and formative assessment (during course assessments) were compared for the two groups. The students' final course evaluation was derived from an end-of-year written examination, whereas the formative assessment was recorded with written tests and projects during the course. In the results, the summative assessment did not show a significant difference between Group I (68.2±13.4) and Group II (66.4±11.9) (p=0.39). The formative assessment showed a significant difference (p<0.001) in favor of the Group II students. In this study, the blended module-based teaching produced similar scores on the final exam to the video-based lectures, but it produced significantly better results on the in-course assessments. The latter finding could be attributed to the incorporation of small-group learning and POGIL.

Abstract: 1. POGIL: An Overview 2. A copnitive Model for Learning Chemistry and Solving Problems 3. Information Overload, Rote Memory and Recipe Following in Chemistry 4. Advice from a Sage who Left the Stage: How to Have a Successful POGIL Journey 5. Phasing into POGIL 6. POGIL Implementation in Large Classes 7. Facilitation: The Role of the Instructor 8. What do Students Experience during POGIL Instruction? 9. A Theory-based Evaluation of POGIL Workshops 10. POGIL in the High School Chemistry Classroom 11. POGIL in the General, Organic, and Biological Chemistry Course 12. POGIL in Chemistry Courses at a Large Urban University: A Case Study 13. POGIL in the Physical Chemistry Classroom 14. Enhancing the POGIL Experience with Tablet PC's 15. Making Science Accessible in the Lives of Nonscience Majors Using POGIL and Project-Based Learning 16. The Process-Oriented Guided Inquiry (Discovery) Laboratory 17. Implementing POGIL in a Multiple Section Laboratory Course 18. Assessing POGIL Implementations 19. A Multi-Institutional Assessment of the Use of POGIL in Organic Chemistry 20. Using an ACS General Chemistry Exam to Compare Traditional and POGIL Instruction

Abstract: Innovative, research-based instructional practices are critical to transforming the conventional undergraduate instructional landscape into a student-centered learning environment. Research on dissemination of innovation indicates that instructors often adapt rather than adopt these practices. These adaptations can lead to the loss of critical elements of the practice, which may affect its effectiveness. Process-oriented, guided-inquiry learning (POGIL) is a research-based instructional practice that has been widely disseminated for the past two decades. However, few studies have investigated practitioners’ adaptations of POGIL and the impact of these adaptations on expected outcomes measured during recommended implementations of POGIL. In this study, we explore the impact of the implementation of POGIL in discussion sections of a general chemistry and an organic chemistry course on students’ grades, retention, attitude toward chemistry, self-efficacy in chemistry, and attitude toward the learning environ...