Effect of Research-Based Blended Learning with Scrum Methodology on Learners’ Perception and Motivation in a Laboratory Course

Abstract

Research-based blended learning (RBBL) allows students to be part of an authentic scientific discovery process. In this study, students’ perception and motivation of the RBBL coupled with Scrum methodology in a third-year polytechnic chemistry laboratory course were investigated. Results showed that the scaffolded approach, designed referencing the Community of Inquiry (CoI) framework and learning presence, developed students’ technical and process skills (adaptability, critical thinking, and problem solving skills). With the positive student–instructor interaction experienced by the students, they were confident, engaged, and motivated to work on the research project despite its complexity.

A Review of Course-Based Undergraduate Research Experiences in Chemistry

“…In some cases, students would first conduct experiments following previously published protocols in order to establish a baseline or gain familiarity with laboratory procedures, followed by conducting modified protocols guided by their specific research questions (e.g., refs , , ). CUREs occasionally used laboratory meetings modeled after research lab group meetings to present current findings, get feedback, and develop plans for next steps (e.g., refs , , , , ). Iteration also took the form of students sharing the results with other student groups to progress the research project, such as sharing results between groups working at different times or sharing findings between simultaneously occurring, linked CURE courses; ,, in some instances, sharing results was aided by the use of electronic notebooks or project wikis. , Iteration also took the form of CURE students using the results of prior cohorts to guide further research; ,,,,,,, for example, in one case, the CURE module ended with students designing a library of target molecules for the next cohort to synthesize .…”

“…One CURE, which was altered due to COVID, involved students submitting their literature-based projects (called molecular case studies) to Molecular CaseNet for professional peer review and publication . While relatively few articles engaged students with disseminating results beyond the classroom, many CUREs nevertheless involved students with preparing laboratory reports or classroom presentations (e.g., refs , , , , , , , ). Although these reports or presentations were not disseminated beyond the classroom, the students still engaged with the practice of synthesizing and communicating their findings orally or through writing, thus partially meeting the science practice of disseminating results.…”

“…Qualitative evaluations most often included presenting student responses to open-ended survey questions, including feedback surveys or course evaluations as well as survey questions seeking student perspectives on the real-life applications of the CURE. − ,,,,,,,,,,,,,,− Other qualitative evaluations included interviews or focus groups with students ,, and interviews with instructors or graduate teaching assistants . Another approach for qualitative evaluation involved assessing the curricular materials and characterizing student performance on materials generated during the course, such as lab notebooks, lab reports, or presentations. , Lastly, some reports included detailed descriptions of the instructor’s perspective of the CURE, ,, in one case including a qualitative evaluation from an external evaluator …”

“…Several articles focused primarily on the general structure of the CURE and how to guide students through the research process, in contrast to reports that primarily described the course research topic and how the CURE was implemented. For example, multiple articles described a modular approach to allow CUREs to be flexibly implemented across different institutions, across courses with varied learning goals, or in the case of unforeseen circumstances that result in scheduling changes. ,,, Other examples of articles that focused on the structure of CUREs include a report providing a model for implementing interdisciplinary CUREs across multiple courses; a report providing detailed guidance on using blended learning with Scrum methodology to guide students in conducting research; and a report discussing an instructional model for supporting students with developing independent research projects . In many cases, CUREs were described as being easily adapted to other settings or research questions by changing the ligands, compounds, proteins, enzymes, or pathogens focused upon within the CURE. ,,,,,, …”

“…Institution Type. Of the 55 articles describing a CURE, 50 reported CUREs implemented at institutions within the United States, while only 5 articles reported CUREs implemented outside the United States: a course in Spain, 37 a course in Singapore, 38 and three CURE modules for a course in Qatar. 39−41 Figure 4 presents the breakdown by institution type for the remaining 50 articles.…”