Effects of Process-Oriented Guided Inquiry Learning on Approaches to Learning, Long-Term Performance, and Online Learning Outcomes

Autor/inn/en	Joshi, Noopur; Lau, Siu-Kit
Titel	Effects of Process-Oriented Guided Inquiry Learning on Approaches to Learning, Long-Term Performance, and Online Learning Outcomes
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.3112-3127 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lau, Siu-Kit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1919718
Schlagwörter	Inquiry; Learning Processes; Academic Achievement; Cooperative Learning; Student Centered Learning; Outcomes of Education; Electronic Learning; In Person Learning; Undergraduate Students; Architecture; Cognitive Ability; Learning Experience + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Schulleistung; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Architektur; Denkfähigkeit; Lernerfahrung
Abstract	Extensive research on process-oriented guided inquiry learning (POGIL) has addressed its impact on student performance but little attention has been devoted to approaches to learning and performance on delayed tests. The use of POGIL in online education must also be explored. This research concerns changes in students' approaches to learning and their performance on delayed tests after the implementation of POGIL and demonstrates the challenges faced in implementing POGIL online. Various changes that could be made to adapt this methodology to online learning are also outlined. In this quasi-experimental exploratory mixed-method study, two cohorts in an undergraduate architecture program formed the control (n=79) and treatment (n=91) groups. The results of surveys, performance tests, and interviews showed that student performance on delayed tasks was significantly better (t=3.719, p=0.000, d=0.50) following the implementation of POGIL and that there was a higher increase in deep approaches and a lower increase in surface approaches to learning in the treatment group after its application. We also provide recommendations for overcoming these challenges using a POGIL framework with some modifications to its eight typical characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01