From small groups to learning communities: energizing large classes

Abstract

Summary form only given. The article presents a brief work in progress which highlights over 60 interviews with faculty who have implemented active, interactive and cooperative learning and learning communities in large classes (over 100 students). The article summarizes the research case for small-group learning and learning communities, describes a variety of approaches for implementing small group learning based on practices of faculty who were interviewed, highlights faculty members' responses to common challenges and problems, and provides suggestions for moving to broader implementation to active, interactive and cooperative learning.