Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Abstract

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of “virtual” case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N=297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios. Au premier cycle, les grandes classes de première année présentent des défis uniques en ce qui concerne la promotion de la participation de l’étudiant et de l’apprentissage autonome en raison des contraintes au niveau des ressources qui empêchent les discussions par petits groupes avec des instructeurs. Le Monthly Virtual Mystery (Le mystère virtuel mensuel) a été créé afin d’améliorer la participation des étudiants dans les très grandes classes (N = 725) d’anthropologie de première année, au premier cycle, à l’Université de Toronto Mississauga. Ce défi en matière d’enseignement avait pour but de développer une composante de participation (qui valait 6 % de la note finale) qui allait permettre d’augmenter la participation des étudiants sans que cela entraîne des coûts supplémentaires en ressources. L’objectif du mystère virtuel était d’incorporer les principes de l’apprentissage par problèmes afin d’engager les étudiants dans un apprentissage autonome grâce à un support en ligne. Des groupes d’environ 50 étudiants ont collaboré à une série d’études de cas « virtuelles » dans un forum de discussion. Les étudiants ont envoyé chaque semaine des commentaires ou des questions afin d’identifier les renseignements dont ils avaient besoin pour résoudre le mystère. Un animateur contrôlait le forum de discussion afin de guider les étudiants dans leur collaboration et leur acquisition des ressources. Les notes finales des étudiants qui avaient participé au mystère virtuel (N = 297) ont été comparées à celles des étudiants qui avaient participé à un exercice d’apprentissage passif en ligne qui consistait à regarder des vidéos hebdomadaires en ligne et à répondre à des questions figurant dans un recueil des textes du cours (N = 347). L’auto-sélection des étudiants avait déterminé la participation aux groupes. La participation, tant pour le mystère virtuel que pour le recueil des textes du cours, a été très élevée (78,8 % et 91,6 % respectivement). Aucune différence significative n’a été notée entre les deux options de participation en ce qui concerne la répartition des notes finales. Le taux de réussite élevé du mystère virtuel a montré qu’un projet d’apprentissage actif peut être mis en place si on utilise les principes de l’apprentissage par problèmes dans un forum de discussion en ligne. Toutefois, les collaborations de grands groupes en ligne ont posé quelques problèmes : les étudiants se sont sentis frustrés par la répétition et la participation inéquitable dans de tels grands groupes. Pourtant, les étudiants ont évalué le mystère mensuel comme un outil d’apprentissage utile qui leur a permis de participer grâce à la nature pratique des scénarios des études de cas.

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

“…Of the 42 A&H studies, the sub-field of languages accounts for 36 studies (83.3%) (Appendix C). English was the language most often researched (64.8%, n = 27), with six studies investigating other A&H subjects, for example anthropology (Fukuzawa & Boyd, 2016) or women's health and human rights (Carver, Davis, Kelley, Obar, & Davis, 2012). The 42 studies were published in 41 articles, as Carver et al (2012) reported on four independent studies, two of which investigated disciplines pertaining to A&H. Studies in this sample are cited 30.95 times (SD = 44.62) on average.…”

“…Only two studies (4.8%) provided a definition of student engagement (Fukuzawa & Boyd, 2016;Lu & Churchill, 2014). Fukuzawa and Boyd (2016, p.…”

Student Motivation in Response to Problem-based Learning

“…These hybridized versions of PBL demonstrate its flexibility for different learning contexts but make it difficult and often futile to compare student motivation between different PBL implementations (SavinBaden, 2014). Hybridized forms of PBL can be used to introduce students to active learning because they can be modified for the context and student population (Fukuzawa & Boyd, 2016). We recommend short weekly problems in introductory PBL courses.…”

“…Problem-based learning began as a teaching method to foster problem-solving skills in medical students (Barrows, 1996;Barrows & Tamblyn, 1980). It has subsequently been successful in other professional science-based programs (Masek, Yamin, & Ridzuan, 2011;Prosser, 2004;Vardi & Ciccarelli, 2008); however, the extension of PBL to the wider undergraduate curriculum has primarily involved modified (i.e., hybridized) versions that integrate mini-lectures or content driven sessions as scaffolding to accommodate larger class sizes and greater student diversity (Allen, Donham, & Bernhardt, 2011;Fukuzawa & Boyd, 2016;Savin-Baden, 2014).…”

Teaching sociology in large classes

“…In their study Klegeris and Hurren (2011) concluded that PBL can be used successfully in large classes without any extra tutor. The advocates of PBL argue that the best way of learning is learning through active participation rather than being passive recipient of readymade information (Fukuzawa & Boyd, 2016). The steps of PBL indicates that this technique improves the students' ability for thinking ad explaining things critically which is vital in Sociology teaching in tertiary level.…”