Shaghayegh Fateh, Zubeyde Demet Kirbulut Gunes, Aspen Malone, Gabriella Cote, Amy J. Phelps, Ryleigh N. Porter and Gregory T. Rushton*,
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引用次数: 0
Abstract
In today’s educational system, distance learning has become a prominent instructional method. Despite its prevalence, concerns linger regarding its efficacy in effectively engaging students. A hybrid class utilizing Process Oriented Guided Inquiry Learning (POGIL) activities was examined, with students participating in person for half of the classes and participating remotely for the other half. The class was arranged such that, on any given day, approximately half of the students attended class in person and the other half joined remotely. Through an analysis of students’ interactions and conversations, the study’s design aimed to gauge the impact of active learning on the same students in two different environments. We observed discourse frequency and key discursive moves in both learning environments which were consistent with the substantive engagement expected in a student-centered experience. Despite all students at times being both in-person and remote learners engaging in group interactions, students demonstrated an overall lower level of engagement in group conversations when participating remotely. These results demonstrated the influence of transactional distance which posits that a psychological and communicative divide exists between students and instructors in distance education. Interviews with the course instructor and select students shed light on potential factors influencing this difference in engagement including increased distractions, reduced accountability, and a perceived lack of community among remote learners. Acknowledging the influence of individual differences such as personality, emotions, and attitude toward the course, the study also identified certain students who deviated from the overall participation patterns. Some learners exhibited heightened engagement in discussions when remote, in contradiction to the overall trend. Implications for supporting student engagement in hybrid learning environments are considered.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.