ABSTRACT
This study seeks to effectively administer the teaching pedagogy Process Oriented Guided Inquiry Learning (POGIL) in biochemistry courses during a remote learning circumstance to encourage students to establish a solid foundation of knowledge that will support them through their further academic endeavors. Amidst the recent COVID-19 pandemic, many learning institutions have faced an unprecedented transition to remote learning environments. This has created a communication barrier that has challenged collaboration, critical thinking, and demonstration of understanding. Hence, we aimed to equip students with active learning tools to enrich the newfound virtual classroom by encouraging group discussion and ensuring deep learning of introductory biochemistry principles. Along with pre-recorded lectures, we utilized online ZOOM break-out rooms and POGIL style worksheets implemented by a group of upper-class former students of the course. In addition to POGIL, we incorporated collaborative discussion questions that aimed to challenge students to apply concepts they were taught in lectures and worksheets to real-world models. The effectiveness of the active learning tools as complements to the remote learning environment was determined through the analysis of voluntary surveys, conducted at the midpoint and final of each semester.