Large Classroom Research Articles

Navigating Generative AI Tools in the Classroom Through a Lens of Equity and Accessibility

The open release of ChatGPT in late 2022 sent the world of education into a frenzy. Popular media outlets both sang the praises of generative AI and also posed questions about what generative AI meant for the future of teaching and learning. In the year that has followed, we have seen a broad range of strategies for managing generative AI on campuses ranging from total bans to open embrace and encouragement. As such, many instructors feel lost and unguided in how to approach generative AI in their classrooms. In response to lack of clarity on direction or alternatives, an increasing number of administrators and instructors are considering bans on generative AI tools. In this article, we offer a set of considerations about the landscape of generative AI in classroom and work settings followed by a set of three models (high, medium, and low use) instructors can use in small, medium, and large classrooms to navigate AI in a higher education setting.

Review on Academia Hub: Android Application for Student Attendance System

Until today, most lecturers in universities are found still using the conventional methods of taking students’ attendance either by calling out the student names or by passing around an attendance sheet for students to sign confirming their presence. In addition to the time-consuming issue, such method is also at higher risk of having students cheating about their attendance, especially in a large classroom. Therefore, a method of taking attendance by employing an application running on the Android platform is proposed in this paper. This application, once installed can be used to download the students list from a designated web server. Based on the downloaded list of students, the device will then act like a scanner to scan each of the student cards one by one to confirm and verify the student’s presence. The device’s camera will be used as a sensor that will read the barcode printed on the students’ cards. The updated attendance list is then uploaded to an online database and can also be saved as a file to be transferred to a PC later on. This system will help to eliminate the current problems, while also promoting a paperless environment at the same time. Since this application can be deployed on lecturers’ own existing Android devices, no additional hardware cost is required

Effect of shared decision-making model on the management of diabetes high-risk groups.

A shared decision-making (SDM) model-based intervention programme was implemented for a population at high risk for diabetes to explore its effectiveness in intervening with blood glucose levels in this population. One hundred residents were selected according to the principle of voluntary participation and divided into the intervention group (n = 50) and the control group (n = 50) by using multistage cluster sampling. The control group received only brief diabetes knowledge education through a disease brochure issued by the hospital; the intervention group implemented a SDM model based on large classroom and individualised education for 4 months. Univariate analysis and generalised estimating equation fitting model were used to analyse the effect of intervention on blood glucose parameters in the study subjects. Univariate analysis showed that after 4 months of intervention, fasting blood glucose was lower in the intervention group than in the control group (5.57 ± 0.56 vs. 6.07 ± 0.77, F = 45.721, p < 0.001); glycosylated hemoglobin was lower in the intervention group than in the control group (5.91 ± 0.28 vs. 6.02 ± 0.24, F = 25.998, p < 0.001), decreased by 0.26% in the intervention group and increased by 0.01% in the control group. One-way analysis of variance (ANOVA) showed that fasting blood glucose and glycosylated hemoglobin in the intervention group decreased to different extents from baseline. The generalised estimation equation was fitted with the intervention programme, gender, hypertension, smoking, alcohol consumption, physical activity, age, waist circumference, body mass index, baseline fasting blood glucose, and baseline glycosylated hemoglobin as independent variables, and fasting blood glucose and baseline glycosylated hemoglobin as dependent variables. Results showed that compared with the control group, fasting blood glucose and glycosylated hemoglobin levels were significantly different between the two groups (p < 0.001). Applying an intervention programme based on SDM model to people at high risk of diabetes can improve patients' adherence to self-management and establish a good lifestyle, thus contributing to their good glycemic control.

Improving YOLOv7 for Large Target Classroom Behavior Recognition of Teachers in Smart Classroom Scenarios

Improving YOLOv7 for Large Target Classroom Behavior Recognition of Teachers in Smart Classroom Scenarios

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

The Efficacy of a Novel Board Game to Teach Cable Properties to Introductory Neuroscience Undergraduate Students.

Engagement activities in large classrooms (>100 students) are difficult due to space constraints, number of participants, and overall noise. Additionally, electrophysiological concepts in foundational neuroscience courses can be confusing and lack excitement. Providing students an opportunity to further engage in the material they are learning and apply their knowledge promotes community in the classroom, a deeper understanding of the topic, and an overall increase in retention. Game-based learning has been used in education across all levels and disciplines to provide students with this opportunity. You're Getting on my Nerves is a board game created to offer students a fun way to learn and apply cable properties of action potential propagation. This game allows students to practice vocabulary terms, apply their knowledge of changes in the cell that impact the speed of an action potential, and develop comradery with their classmates. In this article, we have assessed the board game for its efficacy in teaching concepts of cable properties, its ability to promote engagement in a large classroom, its feasibility and timing with a large class, and its potential to elicit comparable formative assessment scores to students who learned these concepts through didactic lecture. Overall, the board game was feasible for a large class to complete within the class period. The results showed an increase in understanding and retention of the material in addition to preference over didactic lectures with students reporting higher engagement, interaction with their peers, and enjoyment in the activity.

Attitudes and Perceptions of University Students Towards Teachers' Strategies for Managing Large EFL Classrooms

This study explores students' perceptions and attitudes towards managing large classes in English as a Foreign Language (EFL) at Yogyakarta State University. Using a quantitative survey approach, the research involved 45 master's students from the English Education Department. It examined aspects of classroom management such as physical environment, teacher communication, and instructional strategies. Results show overall positive views on the learning environment and teacher effectiveness but reveal challenges in experiential learning and student-teacher interaction within large classes. The findings emphasize the need for innovative teaching methods, thorough preparation, and tailored lesson plans to address the specific needs of large EFL classrooms. This research offers insights for educators and policymakers to enhance teaching and learning in similar settings

Teaching and Assessment of Clinical Reasoning Skills in a Case-Based Veterinary Cardiology Elective.

Clinical reasoning (CR) is an important clinical competency for effective veterinary practice. We hypothesized that implementing an explicit 7-week CR curriculum taught in a large-enrollment elective veterinary cardiology course would improve students' awareness of clinical reasoning principles, self-efficacy of CR skills, and application of CR principles in clinical case analyses. A secondary aim was to assess the impact of peer review as a means of providing feedback in a large classroom setting. A mixed method approach was used with veterinary students (N = 78) in a cardiology elective course meeting twice weekly for a half-semester (7 weeks). Course content included a 1-week introduction to CR led by the instructor and 6 weeks of instructor-facilitated, case-based learning. Quantitative and qualitative data were collected, including pre- and post-course surveys, weekly peer reviews for six clinical case assignments, and instructor-graded clinical cases for three case assignments. Students reported improved self-efficacy across all CR skill categories (p < .001) and significant improvement in applied CR skills was demonstrated in both peer- (p < .001) and instructor-graded assignments (p < .001). Peer reviews provided a means for students to reflect on and internalize CR skills, which may play a role in improved self-efficacy. In an elective cardiology course, implementing an explicit CR curriculum resulted in improved student awareness and self-efficacy of CR, as well as improved applied CR skills.

A comparison of occupancy-sensing and energy-saving performance: CO2 sensors versus fisheye cameras

A number of occupancy-sensing methods have been proposed to date with the goal of saving HVAC energy in commercial spaces by means of demand-controlled ventilation. Currently, CO2 measurement is the most common approach deployed in practice. However, recently a number of other approaches have been proposed, such as using surveillance cameras, depth sensors, thermal imagers, etc. In this paper, we compare the occupancy-sensing performance of high-accuracy commercial CO2 sensors and overhead fisheye cameras supported by deep-learning algorithms. Our experiments are conducted over 3 days in a large university classroom with highly-dynamic occupancy. First, we assess the impact of parameter selection and sensor placement on CO2-to-occupancy conversion accuracy. Then, for the best-performing setup, we compare this accuracy against that of fisheye cameras. Subsequently, we estimate the potential energy savings offered by both systems. Our results show that overhead fisheye cameras produce on average a 20% lower occupancy-estimation error than CO2 sensors in steady-state periods, and almost 70% lower error in transient periods across 4 performance metrics used in this work. In terms of potential energy savings, fisheye cameras offer on average 6 percentage points of additional savings compared to CO2 sensors. Given their relatively low cost and implementation simplicity, CO2 sensors are an attractive approach to saving HVAC energy, however their occupancy-estimation accuracy is highly sensitive to parameter selection that is challenging in practice. Occupancy sensing based on fisheye cameras is not subject to similar parameterization sensitivity and in addition to outperforming CO2 sensors allows precise localization of occupants in a space thus potentially enabling additional space-management and safety/security services, that CO2 sensors cannot offer.

Growing Curiosity: Three Strategies to Foster Engagement in Large Classroom Settings Among Generation Z Public Health Undergraduate Students

As undergraduate public health programs continue to grow across the United States, it is important to tailor public health pedagogy in large classroom settings to meet the learning styles of diverse Generation Z students. Generation Z students are unique as they have grown up in an uncertain economic and political environment, tend to be more open minded and open to engagement and feedback, and have a unique set of technology skills and expectations for in classroom learning. We present a case study of a three-pronged approach to effectively scale up introductory public health courses in large classroom settings to meet the learning styles for Generation Z through: (1) Integrating Technology, (2) Emphasizing Real World Skills, and (3) Providing Clear and Defined Rubrics. This combination of student digital prowess and connectedness presents unique opportunities for instructors to adopt unique teaching tools and assessment modalities to appeal to a diverse student population.

Multi-objective optimization of daylighting performance and energy consumption of educational buildings in different climatic zones of China

With the implementation of China's “Healthy Building” and “Dual Carbon” strategies, daylight health and energy-saving carbon reduction in buildings have become key research areas. In educational buildings, early design decisions significantly impact students' eye health and energy consumption reduction, making it crucial to balance these concerns. Studies indicate that sufficient and continuous daylight can significantly improve students' eye health, mood and sleep. To maximize the UDI level at the eye level (seated) and minimize EUI and DGP, this study used the multi-objective optimization tool Wallacei based on NSGA-II (Non-dominated Sorting Genetic Algorithm II) for genetic optimization. This study uses the Shiji Building of Central South University in Changsha, Hunan, as a reference model to provide optimal classroom designs for China's five major thermal design zones: severe cold, cold, hot summer and warm winter, hot summer and cold winter, and mild. The results indicate that optimizing the classroom's deflection angle, length, width, height, and WWR significantly improves energy efficiency and daylighting performance. Specific data shows that an orientation 5° east or 5° west of south helps balance energy consumption and daylighting performance in both large and small classrooms. The length and width of the classrooms vary greatly, but the height generally converges to 3.2 m. Increasing the WWR to 0.5–0.7 demonstrates good energy efficiency and daylighting performance in both large and small classrooms in hot climate zones. In all climate zones, compared to the initial scheme, the Knee solutions reduced the EUI of both types of classrooms by up to 19.0 %, reduced DGP by up to 56.4 %, and increased UDI by up to 19.0 %.

The effect of classroom size and ceiling height on college students’ learning performance using virtual reality technology

The physical characteristics of classrooms can significantly impact the physical and mental health as well as the learning performance of college students. This study investigates the effects of classroom size and ceiling height on learning performance using virtual reality technology. Four classroom settings were created: two small classrooms (40.5 m2) with ceiling heights of 3.0 m and 3.9 m, and two large classrooms (62.1 m2) with ceiling heights of 3.9 m and 4.8 m. 34 students participated in task tests while their subjective evaluations and physiological data were recorded. Results showed higher subjective ratings in larger classrooms with the same ceiling height. Classroom size did not significantly affect task test scores. However, there is a significant difference in Task test scores for ceilings of different heights with the same size classroom. The task test improved by 17.3% in the Big and High Room (BHR) and by 20.1% in the Small and Low Room (SLR). Physiological data revealed significant effects of ceiling height, with HRV-nLF/nHF and EEG-β power increasing by 26.5% and 53.9% in BHR, and by 10.7% and 22.8% in SLR, respectively. This study concludes that classroom size and ceiling height plays a crucial role in learning performance and provides insights for classroom design. It also establishes a framework for future research on the interplay between heart rate variability, EEG, and learning performance.

Theory of Multiple Intelligence in the Large Classroom: A Case Study of Good Luck Grammer School Kazi Ahmed, Shaheed Benazirabad Sindh, Pakistan

Theory of Multiple Intelligence in the Large Classroom: A Case Study of Good Luck Grammer School Kazi Ahmed, Shaheed Benazirabad Sindh, Pakistan

Strategies for enhancing Chinese students' engagement in a large class learning environment: An interpretative phenomenological approach

AimIt is common for Chinese students to sit quietly during classroom lectures, attentively following teachers’ instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face". BackgroundEngaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches. DesignA qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong. MethodsEight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis. ResultsChinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships. ConclusionsIn higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".

Citizen scholars: cultivating 21st century graduate competencies in business education

PurposeThis study has two objectives: (1) to identify gaps in the citizen scholar framework by comparing and synthesizing the relevant pedagogical literature and (2) to illustrate how 21st century graduate capabilities can be cultivated through teaching practices using the citizen scholar framework.Design/methodology/approachWe briefly synthesize the relevant citizen scholar pedagogical frameworks and approaches. We use two case studies in two large classroom settings in Ireland and Australia to demonstrate how the citizen scholar attributes can be developed through curriculum design and multiple forms of assessment.FindingsWe identify that there is a need for digital literacy to be placed as a fifth attribution cluster in the citizen scholar framework. We also demonstrate that these graduate competencies can be developed at scale by embedding the citizen scholar framework in teaching practices.Practical implicationsWe offer a practical implementation mechanism for cultivating 21st century graduate competencies, which will help further embed citizen scholar in pedagogy strategies, thus empowering learning at scale in business education.Originality/valueThe current study makes the first attempt to identify significant attribution gaps in the citizen scholar framework by synthesizing and mapping the relevant approaches. Detailed examples of curriculum design from the two countries also offer new insights into the implementation of a citizen scholar framework.

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&amp;A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Teachers' Role in Learner Autonomy in Large ELT Classrooms

The study aims to find out the role of learners’ autonomy in large ELT class. The learner autonomy is very important and played prominent role in large classroom to make learning effective and interesting and teachers' effectual strategies to generate autonomy in learners. This study adopted qualitative research approach with narrative inquiry design. Five teachers teaching in large classrooms were the respondents. Data for the study were taken by following in-depth interviews as well as the observations of three teachers. The findings suggest that it is very challenging to apply learner autonomy in large number of the students, but it is possible if the teachers have good patterns and techniques to apply it. It also found out that if there are autonomous learners, then the large number of the students don’t exist in trouble in teaching learning activities as it contains various possible intelligence.

Designing a smart classroom with advanced Audiovisual equipment and soft collaboration capabilities for Higher Education

This is a technology-enabled classroom design which reflects a thoughtful integration of cutting-edge audiovisual solutions to enhance the learning environment. The inclusion of automated audio-visual solutions indicates a commitment to creating a seamless and efficient learning experience through technology. The incorporation of a voice lift application ensures clear and audible communication for the instructor, addressing potential challenges in large classroom settings. The use of Dante-based communication over Ethernet signifies a high-quality and reliable audio distribution system, enabling efficient communication within the classroom. The inclusion of features catering to individuals with disabilities demonstrates a commitment to creating an inclusive and accessible learning environment. The beamforming microphone array system with multiple elements is a sophisticated technology that allows for effective tracking of the active participant. This ensures that the audio focus adapts to the speaker's location. The automatic and steerable coverage type enhances the adaptability of the microphone array system, automatically focusing on the speaker. This feature contributes to an immersive and dynamic learning experience. The support for Power over Ethernet (PoE) simplifies the installation and management of AV devices in the classroom. It reduces the need for additional power outlets and cables, streamlining the overall setup. Overall, this design prioritizes advanced audiovisual technologies to create a unique, state-of-the-art, and inclusive technology-enabled classroom. The focus on clear communication, adaptability, and ease of use demonstrates a commitment to providing an optimal learning environment for both faculty and students