Chemical Education Research Bridging the Gap: Examining Student Engagement in a Hybrid POGIL General Chemistry Class

• Published in: Journal of chemical education 2024-12, Vol.101 (12), p.5147
• Main Authors: Fateh, Shaghayegh, Gunes, Zubeyde Demet Kirbulut, Malone, Aspen, Cote, Gabriella, Phelps, Amy J, Porter, Ryleigh N, Rushton, Gregory T
• Format: Article
• Language: English
• Subjects: Active Learning; Attitudes; Blended Learning; Classroom communication; College students; Conversation; Distance Education; Distance learning; Educational activities; Impact analysis; Individual differences; Learner Engagement; Learning; Learning environment; Student participation; Students; Teacher Guidance; Teachers; Teaching methods
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.3c00791

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.