Abstract
Mass lecture instruction in sociology, especially at the introductory level, is a fact of life on many campuses. Instructional resources, unable to keep pace with growing enrollments have forced many departments to expand their introductory-level classes into mass lecture courses serving hundreds of students. However, whatever educational benefits are derived in the name of efficiency are often counterbalanced as students and faculty are forced to interact with one another in the decidedly impersonal classroom context necessitated by mass lecture instruction.
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