Theme 2: Innovations Aimed at Higher Learning Outcomes Assessment

Encouraging higher order epistemological views through the use of learning logs in an asynchronous conferencing course Bruce Forrester & Clare Brett, OISE/University of Toronto

Poster Abstract This pilot study looked at the effects of epistemological level on participation in a Graduate asynchronous conferencing course. It was hypothesized that students demonstrating higher levels of epistemological reflection, according to Baxter Magolda's (1992) Epistemological Reflection Model, would display greater depth of participation and interaction with others' ideas. Learning logs and leading questions were used to encourage students' epistemological reflection. Other data sources including course conference notes, a pre- and post-survey, and the analytical tool kit are being used to further inform the issue. Early analyses suggest there is movement in epistemological level for some students. Further analyses are being conducted to determine whether, and in what ways epistemological level influenced student participation.