POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course.
E-learning group got better scores in knowledge and course satisfaction.
The final instrument was determined to be reliable with high alpha coefficients for each of the five distinct constructs in addition to Course Satisfaction: Website Usability (3 items; α = 0. 806), Course Usefulness (2 items; α = 0.808), Instructional Design Effectiveness (5 items; α = 0.922), Computer Proficiency (3 items; α = 0.9015) and Self-learning Attitude (3 items; α = 0.849).
Gross et al. (2015) found a high level of student engagement and course satisfaction in their flipped classroom.
Study results by Swan (2001) indicated that student-teacher interaction strongly related with student satisfaction and high learner-learner interaction resulted in higher levels of course satisfaction.
The effectiveness of the hybrid instruction in regard to students' achievement, knowledge retention, attitudes towards the subject, and course satisfaction was evaluated in comparison to traditional classroom instruction.
Paper-based, in-class student evaluations of: i. Course satisfaction, e.g. relevance, applicability, interest, delivery mode, and descriptive outcomes.
Course satisfaction, knowledge, confidence in providing smoking cessation services and the adherence to a practice guideline were evaluated by questionnaires.
The evaluation after the course showed no difference between the didactic methods in the expressed degree of difficulty or course satisfaction, data not shown.
Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork.
