Large Class Teaching Research Articles

Active Teaching in Large Classes

Active Teaching in Large Classes

The Student’s Experience of Attending Large Classes in a South African Higher Education Context

The increase in numbers of students entering South African universities results in the challenge of effectively managing large groups of students in classrooms. Previous research has focused on resourcing and the manner in which knowledge can be conveyed in large classes. To date not much research has been conducted on the student experience within a large class setting at South African higher education institutions. To make provision for responsible massification of higher education that does not affect the quality of student learning negatively, it is necessary to identify the perspective of students on teaching and learning in large classes. A descriptive exploratory study was undertaken using quantitative data derived from a questionnaire. Undergraduate students were asked to provide information related to their experiences of various aspects in the largest class they attend, such as physical environmental, teaching in class, methods/activities, learning and assessment. The results indicate that the students’ level of academic independence determines how well they cope in a large class and the competence and enthusiasm of the lecturer influences whether they attend these classes regularly. It is recommended that teaching and learning methods that can develop students’ ability for independent learning be gradually introduced in large classes. DOI: 10.5901/mjss.2014.v5n16p375

Enhancing large-class teaching: a systematic comparison of rich-media materials

Large cohorts (>200 students) are an ever-increasing presence in the UK higher education (HE) sector. Providing excellent teaching and learning to these large classes is an ongoing challenge for teaching faculty, a challenge intensified when the cohort comprises 85% non-native English speakers. This paper presents the findings of a project to supplement face-to-face lectures on a large campus-based taught MSc programme with a set of rich-media materials. These resources consisted of audio podcasts, audio-narrated slides, short video segments and full-video lecture capture. The aim of the study was to examine student usage of, and preference for, these different rich-media materials. Key findings are that students valued most highly the full-video lecture capture followed by the audio-narrated slides, using the materials primarily to consolidate their understanding and as revision aids. Students also emphasised the central importance of the face-to-face lecture – viewing the rich-media materials as complementary to, rather than as a replacement for the traditional lecture. Nor did the majority of students see the provision of videoed lectures as a reason for non-attendance at lectures. The findings of this study provide confirmatory evidence of the ongoing importance of the traditional lecture in large cohort HE teaching together with an acknowledgement of the benefits that rich-media materials can bring to the student learning experience.

An Investigation into the Effective Assessment Practices Use in Large Classes at the University

Management of large classes effectively has been a concern and major phenomenon among higher institution of learning. Large classes give someone the opportunity to improve their teaching and presentation skills while many lecturers that faced with large classes might be tempted to give up, thinking that there is no chance of getting so many students to learn. Therefore the study investigates the effective assessment practices used in large classes at University. Two research questions were asked and answered. Structured questionnaire which was divided into three sections to answer the two research questions were validated and used with the reliability co-efficient of r=0.87. The study adopted descriptive survey research design. One hundred and ten lecturers (N=110) were randomly selected from different universities. The results showed that all the indicators mentioned are said to be significant in effective assessment practices in larges classes. It was however recommended that attention should be paid to these indicators so as to facilitate effective assessment practices and teaching in large classes at our universities. DOI: 10.5901/mjss.2014.v5n6p255

Anatomy education in a new distributed MD program ‐ prospects and challenges (LB28)

MD undergraduate teaching at the University of British Columbia (UBC), Canada occurs in a distributed setting, with 288 students spread across four locations in the province per year of instruction. Hence, UBC has the largest medical school in Canada. Although experienced anatomy faculty exist on each UBC campus, large class teaching must be performed using videoconferencing technology supplemented by small group interaction in the cadaver labs. The Southern Medical Program at UBC Okanagan received the first set of MD undergraduates at the Kelowna campus in January 2012 and is the newest of UBC’s distributed sites. Teaching anatomy in such a pioneer setting offers unique perspectives on anatomy education as is currently practiced provincially and nationally, along with salient lessons on the prospects and challenges of distance learning in an MD program. This paper reflects on the impacts of location, pedagogic methods and curriculum on the teaching of anatomy in this unique locus and examines wider implications for the anatomy education of future doctors in Canada.

Massification in higher education: large classes and student learning

In introducing the special issue on Large Class Pedagogy: Opportunities and Challenges of Massification the present editorial takes stock of the emerging literature on this subject. We seek to contribute to the massificaiton debate by considering one result of it: large class teaching in higher education. Here we look to large classes as a problem in promoting student learning, quality education, and consequently as a challenge to socio-economic development. That said, whilst large classes do pose very specific challenges, they also hold promise and opportunities for innovation in support of student learning. Here we consider the contributions to this special issue from a cross section of disciplines and higher education environments.

Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues

Marketisation, increased student mobility, the massification of Higher Education (HE) and stagnating staff numbers in universities have combined to cause a ripple effect of change both in the demography and size of university classes across the world. This has implications for the quality and equity of learning and the need to examine and to transform pedagogical practices. Despite the growing attention of literature on teaching large classes, there is a scarcity of research addressing the twin issues of large classes in an increasingly internationalised context. This paper seeks to contribute towards filling this gap. The paper provides a theoretical exploration of the causes of such classes in HE, reviews the empirical evidence against large class teaching and examines the difficulties associated with teaching demographically diverse classes in HE. The paper identifies eight pedagogical strategies to address the issues of class size and diversity, which relate to increasing student participation and engagement; increasing curricula access and the language of instruction; increasing staff intercultural understanding; increasing opportunities for deep learning for all; on-going monitoring of student satisfaction; increasing opportunities to achieve; diversification of assessment; and the merit of Massive Open Online Courses (MOOCS). It calls for new research on global learning cultures; reviews of global assessment and promising pedagogical practices and processes.

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students’ Approach to Learning survey, a comparative analysis of students’ performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

Building capacity: challenges and opportunities in large class pedagogy (LCP) in Sub-Saharan Africa

Over the past 20 years most countries, particularly developing countries, have seen a large increase in the number of students seeking higher education. A consequence of this growth is increasing pressure on teaching staff and institutions, usually resulting in, among other effects, increased class size. Large classes of between 300 and 1,000, and even more, at the undergraduate level are not uncommon in a number of countries (Mulryan-Kyne in Teach High Educ 15(2):175-185, 2010). Large classes are often per- ceived as one of the major obstacles to the attainment of quality education. Despite the difficulties associated with teaching and learning in large classes, they remain a reality in many countries affecting learners across all levels of the education system and are often the only perceived option available to meet growing demand for higher education in Sub- Saharan Africa (Mohamedbhai in The effects of massification on higher education in Africa. Report from the Working Group on Higher Education of the Association for the Development of Education in Africa, 2008). We contend that the challenges of delivering large classes can be confronted, and in many ways diminished, through the use of current and emerging technologies and enhanced faculty development. In this expository paper, we present findings from project activities focused on higher education faculty development and capacity building. The findings include both formative and summative development activities, as well as data collected in faculty professional development workshops and the results of two surveys. We use these data to lay out issues, challenges (e.g., skills, resources, logistics—including poor campus infrastructure), and opportunities (e.g., mobile capacity, distance tools such as Moodle) of large class pedagogy using a design-based research framework.

Qualitative variation in approaches to university teaching and learning in large first-year classes

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers' approaches to teaching in large classes and their students' approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers' approaches and their students' approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes. © 2013 Springer Science+Business Media Dordrecht.

A critical perspective on large class teaching: the political economy of massification and the sociology of knowledge

Large classes have increasingly become a feature in many countries around the world. This paper present a two-pronged analysis of this phenomenon, drawing on the political economy of higher education as well as the sociology of knowledge to contribute to a principled discussion about why we have large classes, and when a large class is too large. I argue that much of the justification for expansion in higher education is not borne by an analysis of the political economy of higher education. I then explain why the expansion of higher education through increasing class sizes is self-defeating: because contact between lecturers and students is necessary for the acquisition of disciplinary knowledge, and it is difficult to achieve such contact in large classes. I conclude that the current discourse on large class teaching, which suggests that lecturers must accept ever increasing class sizes in the name of access and development, is unrealistic, both in terms of the political and economic imperatives, and also in terms of the nature of education, and the conditions for the development and acquisition of knowledge.

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

The effect of class size on teaching and learning English as a foreign language (EFL) has been through a contentious debate among researchers for a long time. Before the 1950's the concern about the effect of class size and the learning outcomes of students in such classes waned for some time. Yet, researchers have reconsidered the case once again and up to now it is a field of investigation. Therefore, through reviewing the existing literature on this area and examples culled from the teachers' experience, the aim of the present study are twofold: (1) to ascertain the impact of large classes on the teaching and learning outcomes, and (2) to suggest appropriate strategies Saudi secondary teachers can utilize in their large classes to facilitate English teaching and learning. To reach the aim of this study, six Saudi English teachers from two public schools were interviewed to express their perceptions about teaching in large classes. Research results present that all participants find it daunting to teach large classes. Teachers also comment that despite their efforts to elevate the level of language learning in such context, the outcome of their students is considered to be unsatisfactory. They believe that this can be contributed to the fact that there are big numbers of students in one class and wish for the number to be reduced. The study findings shed the light on some useful and effective methods to be applied in large classes which may facilitate the language teaching and learning.

Knowing your students in large diverse classes: a phenomenographic case study

The problem which this paper addresses is the difficulty of knowing students in large diverse classes in pedagogically useful ways. The paper discusses how the phenomenographic methodology can be employed to address this problem. It describes how phenomenographic studies and their results can enable teachers to ‘know their students’ at a collective level in terms of a set of qualitatively distinct idealised types rather than at a personal level of individuals with their particular characteristics, and demonstrates the pedagogical utility of this kind of knowing. The means used to describe the approach and to demonstrate its utility when teaching large classes is to present, as a case study, a phenomenographic investigation into the learning practices among students in a large, diverse cohort of entrants to an engineering programme in South Africa. General principles are drawn from the case study and are discussed as they apply to the teaching of large classes.

Application of ICTs in Teaching and Learning English (ELT) in Large Classes

Information and communication technologies today have transformed the way humans communicate as well as doing things. In education, ICTs play vital roles in facilitating teaching and learning. They have transformed classroom communication methods and modified instruction strategies. Also, ICTs have made teaching and learning interactive and collaborative instead of the traditional teacher- talking and students listening approach. Large class sizes are common phenomenon almost word-wide. In order to achieve quality education in large classes, teachers have to take extra steps. Teachers of English Language utilize ICTs in teaching almost every aspect of English Language teaching. This study through qualitative approach has described the way multimedia devices are used to facilitate the teaching and learning of English Language in large classes. It has also pointed out the how the internet technologies (email and websites) can be utilized in teaching learning English in Large classes. Therefore, in spite of large class sizes, the teacher can still perform as in small classes with the aid of information and communication technologies.

INNOVATIVE METHODS OF TEACHING IN A LARGE ENGINEERING CLASSROOM ENVIRONMENT

Many instructors in engineering faculties believe large classes are not as effective or interactive as teaching small classes. When engineering faculties have increased their student intake due to enrolment growth, this has often led to larger classes. This paper discusses the challenges associated with teaching large engineering class sizes. Innovative techniques and solutions are discussed to enable teaching of large classes to become effective and productive like teaching smaller classes. The paper will describe various methods so that the skills to manage and improve the learning environment in large classes can be adopted as effective alternatives to small class sizes.

Promoting Active Learning in Large Class University Teaching: Prospects and Challenges

KEYWORDS Lecture. Retention. Student-centred Approaches. Constructivism. Transmission ABSTRACT Teaching and learning in universities should embrace latest philosophies. These philosophies have moved away from the transmission models of instruction to transformative models. This discussion paper located in the social constructivist approaches to learning argues that though the lecture method remains integral as a method of teaching in the university, it requires to be transformed through the inclusion of active learning strategies within the lecture set up. The use of active learning strategies is discussed in the context of large class teaching in the South African higher education context. The researchers conclude that active learning should be imbedded in the lecture set-up and recommend the staff development of lecturers in the university through the institutionalization of academic development programmes to assist lecturers in enhancing teaching. L ecturers without teaching qualifications are encouraged to enroll for such courses in order to be fully equipped with skills that enhance their practice.

Exploring the role of the mixed methods practitioner within educational research teams: A cross-case comparison of the research planning process

This article, involving the comparison of two multi-year mixed methods research studies aimed at enhancing the post-secondary, large-class teaching and learning environments, has as its purpose to illustrate the role of a mixed methods practitioner (MMP) by examining the processes undertaken by the educational research teams. The impetus for this work is the lack of practical application of the legitimation theory espoused in the literature and the need for guiding practices for MMPs working within research teams. A two-stage process of reflecting upon the planning decisions guided the cross-case analysis method involving writing individual accounts for each study followed by a comparison of the studies in terms of key features (e.g., purpose, design) and sources of legitimation (Onwuegbuzie and Johnson, 2006). These findings are discussed in light of implications for conducting mixed methods research in teams specifically focused on the MMP roles as a boundary spanner and issue mediator.

A Study on the Necessity and Basic Mode of Implementing Cooperative Teaching in the Ideological and Political Theory Courses

This paper explores the necessity and basic mode of the implementation of cooperative teaching in the ideological and political theory courses. The practice of cooperative teaching in the Ideological and political theory courses is helpful for overcoming the deficiency of the traditional large-class teaching mode, and realizing complementary function of classroom teaching and practice teaching of the ideological and political theory courses, and bringing the advantage of the multimedia teaching and cooperative teaching into play. The establishment of cooperative teaching model needs to start from seven aspects: the first is to grasp the scientific concept of cooperation teaching, the second is to strengthen the interaction among teachers, the third is to change the teaching idea and adhere to the ‘student oriented’. the forth is to enrich teaching modes, the fifth is the reform of examination method, the sixth is the integration and optimization of four resources including classroom teaching, campus, network and the society, the seventh is to further strengthen the communication and exchange between students and teachers.

Measurement of cAMP in an Undergraduate Teaching Laboratory, Using ALPHAscreen Technology

Adenosine 3',5'-monophosphate (cAMP) is a cellular second messenger with central relevance to pharmacology, cell biology, and biochemistry teaching programs. cAMP is produced from adenosine triphosphate by adenylate cyclase, and its production is reduced or enhanced upon activation of many G protein-coupled receptors. Therefore, the measurement of cAMP serves as an indicator of receptor activity. Although there are many assays available for measuring cAMP, few are suitable for large class teaching, and even fewer seem to have been adapted for this purpose. Here, we describe the use of bead-based ALPHAscreen (Amplified Luminescent Proximity Homogenous Assay) technology for teaching a class of more than 300 students the practical aspects of detecting signal transduction. This technology is applicable to the measurement of many different signaling pathways. This resource is designed to provide a practical guide for instructors and a useful model for developing other classes using similar technologies.

Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes

Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large groups. Students evaluated these approaches favourably, and recognised that their own learning was enhanced through being active participants in lectures and having opportunities to receive feedback on their understanding within lectures. Furthermore, the experiences of teaching staff using these techniques were found to be largely positive, demonstrating awareness of the benefits for students as well as benefits for their own engagement and development. These data suggest that if we find the unique opportunities for learning afforded by large groups, the lecture has the potential to become a powerful learning environment.