Towards Online Delivery of Process-Oriented Guided Inquiry Learning Techniques in Information Technology Courses

Abstract

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However, advances in online learning technologies have prompted increases in the popularity of flexible delivery and distance education courses. Therefore, teaching methodologies need to reflect the changing student demographic. This paper describes a preliminary approach for adapting POGIL techniques for use in tertiary courses delivered online. We discuss the current technologies that can be used for teaching online and contrast their suitability for POGIL. A teaching format is presented using Web 2.0 technologies (a wiki, blogs, and social networking) as a starting point for POGIL. We describe how an online third year Information Technology subject adopted these technologies for a condensed implementation of POGIL.

Cultivating ICT students’ interpersonal soft skills in online learning environments using traditional active learning techniques.

“…POGIL sessions guide students through an exploration to construct and refine comprehension of the content. (POGIL, 2014) The POGIL method lends itself to the analytical problem solving found in ICT and Computer Science (Myers et al, 2012;Trevathan & Myers, 2013;Trevathan, Myers, & Gray, 2014). POGIL is based on research indicating that:…”

Improving the Quality of Learning Environment Through Process Oriented Guided Inquiry Learning (Pogil) Enriched by Socioscientific Issues (Ssi) on Chemistry Solution

“…This can be explained because in the learning process, the teacher explicitly explains that there is a division of student tasks in the group, i.e the manager (ensuring all members are involved in problem solving and tasks completed on time), reflectors (commentators commenting on group dynamics), recorders (noting the group members' names at the beginning of the discussion and recording the results of the discussion) and the presenter (delivering the results of the discussion verbally to teachers and other friends) (Hale & Mullen, 2009). This division is intended for the effort of obtaining concepts and solving problems of SSI can be effective (Trevathan & Myers, 2013). In addition, the tasks in the form of SSI questions that they get require different ways of completion, compared to students who only get POGIL or conventional learning.…”

Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

“…It engages students in open ended, student-centered, hands on tasks while the teacher facilitates learning (Ajayi & Angura, 2017). It is also claimed to support interaction, team building, learning and interest through highly structured group work (Trevathan & Myers, 2013).…”