Grant Recipients
Marcel Pinheiro, Biology
Jola Gurska, Biology
Jason Thompson, Centre for Teaching Excellence
Description
In the past a group work module was created to develop study and metacognitive skills while also building connectedness between students, during a year of remote learning. With students participating in a single class with the group module, there were definite increases in their feelings of connectedness over the term but no change in reported metacognition indicators. As we compared first-year (n = 452 students) and third-year courses (n = 263 students), we expected some difference between reported knowledge of metacognition from these two student groups, but there was no difference between them. Students participating in courses with the group module reported significantly greater feelings of connectedness over a term, and in comparison to courses where no group module was present (n = 99). Finally, we conducted the same measures of feelings of connectedness and metacognition in a course with an additional robust individual reflection assignment (n = 70), to compare to the group-module incorporating courses. Measure of change in reported metocognitive skills in this class was not different from those of the group-module containing courses, while measured feelings of connectedness where much less. These pilot phase data are currently in preparation for publication, with a projected submission of December 2021.
Metacognitive skills are important for student success, but their development takes time. This project will assess the impact of the group work module over multiple required courses in the Biology program. We aim to develop stronger learner habits and see changes in study habits. Incorporating cooperative learning, reflection, and discussion of study skills over multiple years will capture a large cohort of students in the department and assess any change in metacognitive/learner skills over time, change of study habits, and course grades. Data collected will determine if group learning can effectively help students develop stronger learner habits and foster deeper understanding of metacognition. More importantly, these data will provide critical longitudinal data to inform course design. We hope to impart the importance of multiple instances of metacognition-building activities in a curriculum and the importance of building study skills.
References
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