Can Guided Inquiry Be
Done in an Online Setting?
Alison Barton, Ph.D.
East Tennessee State University
POGIL
Process-Oriented Guided Inquiry Learning
POGIL!
• Groups of 3-5
• Manager: Reads questions aloud, keeps group on
track
• Spokesperson: Shares out
• Recorder
• Consensus-Builder
• Information-Seeker
Model 1: October Sky
Go to this source link:
https://www.youtube.com/watch?v=cP_OM5VVcSo
1. What were the boys in this clip
learning?
2. How did they gain their knowledge?
3. Can learning like this [in this manner]
happen in the classroom? Why/why
not?
Model 2: Constructivism Definition
J. Piaget, founder of Constructivism
Constructivism
“Constructivism is a philosophy of learning
founded on the premise that, by reflecting on
our experiences, we construct our own
understanding of the world we live in. Each of
us generates our own “rules” and “mental
models,” which we use to make sense of our
experiences. Learning, therefore, is simply the
process of adjusting our mental models to
accommodate new experiences.”
- http://www.funderstanding.com/theory/constructivism/
4. How is this definition similar to your
answer to #2 above? Are there any
differences?
Atkinson-Shiffrin Model
of Information Processing
Model 3: Information Processing & Deep vs. Shallow Processing
Levels-of-Processing Theory
“When information is processed, it can be processed
at varying levels of depth. Deep processing refers to
fully analyzing information in terms of its meaning
and importance. Shallow processing refers to
processing information only in terms of its surface
structure (sound, letters, etc.).”
-
http://www.uark.edu/misc/lampinen/LOP.html
5. Read the information in Model 3. What is
the difference between shallow and
deep processing?
6. If you were asked to fill in a blank model
of the Atkinson-Shiffron model
(presented as an overhead), would it be
shallow or deep processing? Why?
7. If you were to add “deep processing” to
the A-S model, where would you place
it?
8. What are the 5 Es of the 5-E model? In
your own words, what do they mean?
9. Could some of these occur out of order?
10.Go back to numbers 1-10 of this activity
and identify which E they seem to
reflect. (It is possible each question
reflects more than one E.)
You have just been through
a guided inquiry.
Guided inquiries follow the
5-E model of learning.
11.Can guided inquiries similar to this be
done online? What would be similarities?
Differences? Obstacles?
Guided Inquiry #2:
Educational Psychology
https://elearn.etsu.edu/
12.Do the general principles of constructivism
(Model 2) support the use of an online
guided inquiry? Explain.
13.Do the general principles of information
processing (Model 3) support the use of an
online guided inquiry? Explain.
14.Using our experience today as well as the
sample online Guided Inquiry as guides,
what can be used as a “model” as you
craft a guided inquiry for your students?
Resources & Recommended Readings
Brown, P.J.P. (2010). Process-oriented guided-inquiry learning in
an introductory anatomy and physiology course with a diverse
student population. Advances in Physiology Education, 34, 150155.
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T.,
Varma-Nelson, P., & White, H. B. 92008). Pedagogies of
engagement in science: A comparison of PBL, POGIL, and PLTL.
Biochemical and Molecular Biology Education, 36, 262-273.
Lawson, A.E. (1989). Theory of instruction: Using the learning cycle
to teach science concepts and thinking skills. NARST Monograph,
Number One. National Association for Research in Science
Teaching, Department of Science Education, College of
Education, University of Cincinnati, Cincinnati, OH 45221.
Maloney, J. F., & Oakley, B. II. (2010). Scaling online education:
Increasing access to higher education. Journal of Asynchronous
Learning Networks, 14, 55-70.
Marek, E. A. (2008). Why the learning cycle? Journal of
Elementary Science Education, 20, 63-69.
Niederberger, S. (2009). Incorporating young adult literature into
the 5E learning cycle. Middle School Journal, 40, 25-33.
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher
education: Student engagement in online learning. Journal of
Education for Business, 84, 101-109.
Willingham, D. T. (2009). Why don’t students like school? A
cognitive scientist answers questions about how the mind works
and what it means for the classroom. San Francisco, CA: JosseyBass.