Stage 2: Exploration on Computer-Supported Collaborative Learning in Large Class Teaching

Abstract

This chapter investigates the use of computer-supported collaborative learning (CSCL) in large class teaching. Ten teachers, from two universities (one in Italy and one in United Kingdom), with at least five years of teaching experiences in large university classes are interviewed to understand their perception of class size effect on quality teaching and their teaching strategies. Open coding and focused coding from grounded theory are adopted for data analysis. The results are: first, teachers perceive the teaching quality in large classes is limited compared to small classes. This limitation is due to two challenges: the reduced teacher-student interaction and the difficulty in checking students understanding in the teaching and learning process. Second, only two participants adopts CSCL in large class teaching though CSCL has the potentials to solve problems for quality teaching in large classes. Teachers, who do not adopt CSCL, have three situations: some use face-to-face(F2F) group work, some had unsuccessful experience in using eLearning, and some never use any eLearning at all. Third, many adopted eLearning and non-eLearning strategies in large class teaching are not helpful to tackle the two challenges perceived by teachers for quality teaching in large classes.