Student Engagement in a Large Classroom - Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class - Article 7

Oct 15, 2026

Large first-year undergraduate courses face resource constraints that limit small-group discussions, making it difficult to promote sustained student engagement and self-directed learning. A Monthly Virtual Mystery was designed for a large anthropology class (N=725) to increase engagement through problem-based learning in an online discussion board, while requiring no additional resources. Participation (6% of the final grade) was compared with a passive online video-and-reader exercise, and outcomes showed high completion yet no significant differences in final-grade distributions. Students found the virtual mystery valuable despite issues with large-group collaboration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Design and learning challenge

Implementation of the Monthly Virtual Mystery

Comparison with passive online exercise

Results and student feedback

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 7 | Issue 1 | Article 7 | | --- | --- | 6-11-2016 Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problembased Learning Experience in a Large First Year Undergraduate Class Sherry Fukuzawa University of Toronto Mississauga, [s.fukuzawa@utoronto.ca](s.fukuzawa@utoronto.ca) Cleo Boyd University of Toronto Mississauga, [cleo.boyd@utoronto.ca](cleo.boyd@utoronto.ca) Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)[ ](http://ir.lib.uwo.ca/cjsotl_rcacea) Part of the Scholarship of Teaching and Learning Commons [http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.7](http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.7) Recommended Citation Fukuzawa, Sherry and Boyd, Cleo (2016) "Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class," The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 1, Article 7. DOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.7](http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.7) Available at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/7](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/7) 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 videosand 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

FAQs

What teaching challenge did the study address?

It addressed how to promote student engagement and self-directed learning in large first-year courses when resources prevent small-group discussions with instructors.

How was the Monthly Virtual Mystery implemented?

Students collaborated in about 50-student groups on a series of “virtual” case studies in an online discussion board. A facilitator guided collaboration and resource acquisition, and students posted weekly comments or questions to identify needed information.

How did outcomes compare with a passive online learning exercise?

Participation completion was high for both options (78.8% for the virtual mystery vs. 91.6% for the course reader). There were no significant differences in the distribution of final grades between participation options.

Oct 15, 2026

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