Concordia University

Philip C. Abrami, PhD

Director & Professor, Education

Dr. Philip C. Abrami is a Concordia University Research Chair and the Director of the Centre for the Study of Learning and Performance. His awards include: CADE Award of Excellence in Research, the W.J. McKeachie Career Achievement Award, the Vineberg Research Prize in Psychology, and the CSSHE Research Award. He has authored several books, including Classroom Connections: Understanding and Using Cooperative Learning and Statistical Analysis for the Social Sciences: An Interactive Approach. He has published dozens of book chapters and journal articles in the leading educational and psychology journals. His interests include: social psychology of education, instructional effectiveness, technology integration and research integration. His current work focuses on: research integrations and primary investigations in support of applications of educational technology in distance and higher education, in early literacy, and in the development of higher order thinking skills.


PhD, Social Psychology, University of Manitoba

Professional experience

Reviewer and editorial board member for several journals; member of the NEP Tomorrow's Schools Today initiative, member of the research committee for the Enhanced Learning Initiative, etc.

Teaching activities

Courses taught

Methods of inquiry; learning theories; and met-analysis 

Research activities

  • Learning Toolkit; Early Reading Literacy
  • Disability and Special Needs
  • CanKnow: Canadian Network for Knowledge
  • Utilization
  • Critical Thinking

Current projects

Software development and research for enhancing the emerging literacy skills of young children; electronic process and showcase portfolios; primary, secondary & postseasonal technology integration; and systematic reviews of research for evidence-based practice and knowledge mobilization

Representative publications

  • Abrami, P,C., Poulsen, C., & Chambers, B. (in press). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology.
  • Bernard, R.M., Brauer, A., Abrami, P.C., & Surkes, M. (in press). The development of a questionnaire for predicting online learning achievement. Distance Education.
  • Kakkar, M., Abrami, P.C., & Zitkute, L. (in press). Self-regulation in a portfolio environment. Canadian Journal of Education.
  • Bures, E., Abrami, P.C. & Amundsen, C. (2002). Motivation to Learn via Computer Conferencing: Exploring how Task-specific Motivation and CC Expectations are related to Student Acceptance of Learning via CC. Journal of Educational Computing Research, 27(3), 247-262.
  • Abrami, P.C. (2001). Understanding and promoting complex learning using technology. In P. Abrami (Ed.) Understanding and promoting complex learning using technology [Theme issue]. Educational Research and Evaluation, 7(2-3), 113-136.
  • Chambers, B., Abrami, P., McWhaw, K., & Therrien, M.C. (2001). Developing a computer-assisted tutoring program to help children at risk learn to read. In P. Abrami (Ed.) Understanding and promoting complex learning using technology [Special issue on Instructional Technology]. Educational Research and Evaluation, 7(2-3), 223-239.
  • Lou, Y., Abrami, P.C., & d’Apollonia, S. (Fall, 2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449-521.

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