Grant Recipients
Marcel Pinheiro, Biology
Jola Gurska, Biology
Description
This project will measure impacts of a weekly group module in two Fall 2020 courses, aiming to:
- Enhance cohort connectedness and overcome isolation,
- Promote cooperative learning,
- Promote an increase in student awareness of their learning and study skills.
The module incorporates weekly discussion and tasks in understanding study habits and creating multiple choice questions (MCQ) on content. Novel study skills are introduced using video material. Students reflect on past study habits, incorporate new methods, and reflect on major assessment preparation/performance using a test wrapper. Groups cooperatively create MCQs on course content each week and these are graded for complexity (i.e. higher placement on Bloom’s taxonomy). Connectedness to classmates and awareness of their learning will be measured using verified surveys in the first-/final week of classes. These data will be assessed for change across the term that highlights a shift in student attitudes.
References
Akcaoglu, M., and Lee, E. 2016. Increasing social presence in online learning through small group discussions. International Review of research in Open and Distributed Learning, 17(3); 1-17.
Brown, P.C. Roedigor, H.L. and McDaniels, M.A. Make it stick: the science of successful learning. Harvard Publishing. 2014.
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching 25, 85-118.
Rovai, A.P. 2002. Development of an instrument to measure classroom community. Internet and Higher Education, 5: 197-211.
Rovai, A.P., and Wighting, M.J. 2005. Feelings of alienation and community among higher education students in a virtual classroom. Internet and Higher Education, 8: 97-110.
Schraw, G., and Dennison, R.S. 1994. Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4): 460-475.