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Student Collaboration and Engagement [clear filter]
Thursday, December 10

11:00am EST

Students' Motivation and Engagement Does not Influence Their Retention of Knowledge in a Subsequent Term
There are currently a number of studies investigating the role of motivation and/or engagement on short-term student learning success, however these studies fail to provide information relating to long-term student learning or students’ retention of knowledge following the completion of a course.  To fill these current gaps in the literature, this study utilized Self-Determination Theory and various scales of engagement to examine the relationship between student motivation and/or engagement and the retention of course knowledge eight and twelve weeks following a final course exam amongst ninety-six first year kinesiology students from an Ontario university.  To measure knowledge retention, students were asked to answer a series of questions that were identical to those administered on the final examination in the previous semester. The difference between scores on the final exam and on the questionnaires required in the data collection time points in the subsequent semester were used to represent knowledge retention. Through the use of paired-samples T-Tests, bivariate correlations, and multiple regression analysis it was determined that students did not remember a significant amount of knowledge and that this loss of knowledge could not be explained by student motivation, engagement, or the additive influence of both construct together.  The findings of this study show that student motivation and course engagement following a course may have limited impact on long-term learning outcomes.


Stefanie Bronson

University of Toronto

Thursday December 10, 2015 11:00am - 11:30am EST
Meeting Room B

11:30am EST

mindJig: An Evidence Based Framework for Fostering Collaborative Communities in Large Classrooms
Students tend to learn best in collaborative settings that foster debate and discussion, yet this is very challenging to accomplish in large online classes. To this end, a tool called “mindJig” was created that serves as an “online tutorial” for students: mindJig helps students explicate some type of information, participate in debate, and work collaboratively with their peers to produce a piece of writing. The tool fosters the twenty-first century skills of communication, collaboration, critical thought, creative thought, and self-reflective thought. The high level design of the software was informed by research in pedagogical sciences, humanities, and design think; mindJig specifically makes use of Dr. Elliot Aronson’s “Jigsaw Classroom” technique, the Socratic method, and David Rosenwasser et al.’s “Notice and Focus” technique. A key focus of the tool revolves around the concept of collaborative communities: mindJig teaches students how to collaborate with individuals that offer competing perspectives of a topic on hand, teaches them how to debate about their ideas, all while learning to offer counter arguments and rebutting the feedback they receive, and also how to work as a team to produce a work of analytical writing. This tool is currently being tested in University of Toronto’s Introduction to Psychology class. In the paper presentation of this tool, participants will get to see screenshots of a sample mindJig assignment and learn how the software is faring in our pilot tests. They will also get the opportunity to learn how they can incorporate some of the pedagogical activities mindJig uses in their own classrooms, regardless of the availability of technology or budgeting.

avatar for Aakriti Kapoor

Aakriti Kapoor

University of Toronto-Scarborough, Advanced Learning Technologies Lab

Thursday December 10, 2015 11:30am - 12:00pm EST
Meeting Room B