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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.  \nAu 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 ","cbCaif8I9xFKCQ1c","https://ap.wps.com/l/cbCaif8I9xFKCQ1c","pdf",399837,17,"English","# Abstract\n## Design and learning challenge\n## Implementation of the Monthly Virtual Mystery\n## Comparison with passive online exercise\n## Results and student feedback","[{\"question\":\"What teaching challenge did the study address?\",\"answer\":\"It addressed how to promote student engagement and self-directed learning in large first-year courses when resources prevent small-group discussions with instructors.\"},{\"question\":\"How was the Monthly Virtual Mystery implemented?\",\"answer\":\"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.\"},{\"question\":\"How did outcomes compare with a passive online learning exercise?\",\"answer\":\"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.\"}]","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 | PDF",1792081476,43]