P98: Caught on tape! Capturing the transition to a new active-learning classroom
Active-learning pedagogical strategies have been implemented in a variety of classroom settings and are reported to improve content learning, develop process skills, and increase student engagement. Learning environments are being designed that support a variety of cooperative teaching and learning strategies and promote the facilitation of meaningful, active learning where students are able to interact face-to-face with the instructor and each other. Transitioning from a traditional classroom into an Active Learning Classroom (ALC) requires adaptation and refinement of teaching and learning practices. In order to bring the events taking place into deeper focus in two different settings, data were collected in General Chemistry I taught using Process-Oriented Guided Inquiry Learning (POGIL) methodology. The course was held in a tiered lecture hall and an ALC during the 2013-2014 academic year at a mid-western state university. Daily video and audio recordings were captured to allow for analysis of the interactional details, while variables such as the instructor and content delivery methods were held constant. One goal of our project includes analyzing student-student and student-instructor discourse during the various stages of POGIL activities to learn more about the coordination of cognitive and social processes when students grapple with chemistry content. Specific events were selected for deeper analysis of conversations and non-verbal behaviors. Additionally, observational, in-depth interview, and survey data were collected which captured the unique experiences of the ALC participants in order to illuminate potential barriers that students and instructors encounter when engaged in these new learning environments for the first time.