Long-term study groups in a remote teaching classroom as a way to promote connectedness, cooperative learning and effective study skills

Grant Recipients

Marcel Pinheiro, Biology

Jola Gurska, Biology

Jason Thompson, Centre for Teaching Excellence

(Project Timeline: January 1, 2021 - December 31, 2022)

Description

  • This project measured the impacts of a weekly group module in two Fall 2020 courses, and aimed 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 discussions and tasks, and creating multiple choice questions (MCQ) related to course content. Students are able to reflect on past study habits, incorporate new methods, and reflect on major assessment preparation.
  • Groups cooperatively created MCQs on course content, and were graded on complexity.
  • Connectedness to classmates and student learning will be measured using surveys in the first and final week of classes.

Questions Investigated

  • How does term-long study group formation with virtual synchronous meetings create a sense of community and enhance student learning in a remote teaching setting?
  • Do students in these courses produce more complex coursework relative to previous classes without the weekly group study module?

Findings

  • Data from three 100-level and four 300-level biology undergraduate courses totalling 1,013 out of 1,594 students was analysed. Five courses implemented a consistent group work module (Biology Academic Study Skills, BASS) to develop group work and study skills alongside learning course content.
    • BASS has had moderate to large positive effects on classroom community.
    • Courses incorporating BASS had a larger positive effects than individual reflection study skills
    • 75% of post-survey comments about BASS were positive and highlighted the importance of structured group meetings in collaborative university projects.
  • The research found that of the small sub-cohort of students who partook in two subsequent terms of BASS-containing courses, many of them were likely to continue to report increased perceptions of learning.
  • First-year students had a greater increase in overall classroom community and perception of learning after BASS group work, compared to third-year students.

Dissemination and Impact

  • Development and implementation of BASS discussed informally during various Science faculty meetings. BASS was adapted by one instructor in Chemistry. Three co-op students were involved in the project.
  • Materials developed were used in additional courses at UW, in both Biology and Chemistry.
  • UW Teaching & Learning Conference presentation in 2021. Subsequent LITE grant focusing on longitudinal study of the effects of BASS.
  • Findings from the study were presented at oCUBE December meeting, material generated through the grant were incorporated into an inter-institutional eCampusOntario grant accessible to educators nationwide.

Implications

  • Applicants have applied group work to their classes following the positive feedback. These efforts aim to tackle the current lack of group work in junior life sciences education.
  • Findings have been contributed to an eCampusOntario Virtual Learning Strategy grant for 2021, in coordination with Western University.
  • Results shared at the 2021 UW Teaching & Learning Conference (UWTL) and the 2020 Open Consortium for University Biology Educators December Unconference.

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.