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

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Title: Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs
Language: English
Authors: Purkayastha, Saptarshi, Surapaneni, Asha K., Maity, Pallavi, Rajapuri, Anushri S., Gichoya, Judy W.
Source: Electronic Journal of e-Learning. 2019 17(2):79-92.
Availability: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: http://www.ejel.org/main.html
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Formative Evaluation, Inquiry, Active Learning, Virtual Classrooms, Laboratories, Undergraduate Students, Learner Engagement, Process Education, Information Management, Online Courses, Cooperative Learning, Student Evaluation
Geographic Terms: Indiana (Indianapolis)
ISSN: 1479-4403
Abstract: 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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220140
Database: ERIC
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  Data: Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs
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  Data: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: http://www.ejel.org/main.html
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 79
    Subjects:
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Inquiry
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      – SubjectFull: Active Learning
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      – SubjectFull: Laboratories
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      – SubjectFull: Indiana (Indianapolis)
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