Teaching Large, Mixed‐Ability Classes

This paper explores the case study experience in large and small undergraduate classes, with a view to identifying and comparing the challenges which exist in each setting. Using open-ended student surveys and lecturer reflections, the study compares how students in large and small classes, drawn from similar backgrounds, experienced two case events. Contrary to expectations, positive responses were reported in the large class setting as well as in the small class setting. However, managerial factors dominated in the large classes, reducing opportunities for engagement. Different class dynamics were also observed in each setting. Significant differences in expectations were identified between students in large and small class settings regarding participation and interaction. Raising the expectations of students in large classes emerged as a challenge to educators.

College and university students' verbal participation in larger classes (60 students or more) seems to be less than in smaller classes (Karp and Yoels 1976, p. 197; McKeachie 1986, p. 183). This impression fits with common sense and with the additional finding that large class size is an important reason why students choose not to participate (Karp and Yoels 1976, p. 200). Little research has been conducted on this matter, but there seem to be at least two reasons why students in large classes participate less: lack of sufficient incentives for students and the instructor's lack of ability to keep accurate track of participation. Increasing class size gradually raises anxiety about speaking before a larger audience, regardless of knowledge about the subject. Also some students are afraid to err and to seem unintelligent. Others may be afraid to seem too smart and to appear to be a nerd or a brain. If a sufficient incentive can be found, it may overcome this anxiety, even in large classes. As for the instructor, he or she may be able to keep track of participation by students in smaller classes where all members are known fairly soon by name, but in larger classes such knowledge of names tends to be slower in coming and to be spotty at best (especially in very large classes, 200 or more). Thus the accurate tracking of participation is difficult. Experts argue that students learn better when their learning is active and involves talking and interacting (Goldsmid and Wilson 1980, p. 293) and when they have more opportunities for feedback (McKeachie 1986, p. 27). Some of these experts suggest ways to obtain more participation in large classes. McKeachie (1986, p. 189) recommends the use of buzz groups (small-group discussion), problems posting (writing problems on the blackboard), and role playing. I have been using a technique that I have not seen mentioned in the literature and that I would like to share. Students make brief notes of their class participation each class day, turn them in at the end of class, and receive class participation credit for each acceptable item up to three per session. This is an incentive system that encourages more participation. The approach is significant in dealing effectively, simply, and efficiently with a widespread problem: poor participation by students in classes of 60 or more. This technique encourages better students to exert more effort in class participation than they would otherwise, drawing on their desire to earn a good grade. The methodology of this paper is simple observation, primarily qualitative but occasionally quantitative. I felt the need for a technique of encouraging and keeping track of participation in classes of 70-odd students. I have experimented with this technique for several years and have compared classes in the same course and of the same size with and without the technique to judge its impact.

Due to increasing student enrollments and limited resources, small classes are evermore being replaced with large lectures. It is therefore essential to quality educational programs to address the challenges of student learning and engagement in large classes. This paper explains connections between basic learning research and practical strategies for engaging students in large engineering classrooms. First, we ground proposed instructional strategies with theory and empirical evidence on such key matters as how students represent ideas in memory, how these representations are elaborated and perfected over time, and how stored information can be retrieved for use. This helps us to understand how students learn to monitor and control their own learning and how large class environments can be approached as sites for significant learning. We discuss how electronic student response devices (clickers) have been useful for generating in-class interaction and active learning in large classes for individual and team activities. How to administer beneficial team-based projects for large classes is also presented, including: real-world problems that require teams to investigate and understand contemporary issues such as sustainability, working with industry, and third- world countries. Finally, personal style and characteristics of faculty who are successful with large classes is discussed.

The Effect of EFL Large Classes on Yarmouk University Students' Achievement

Running Classroom Experiments in a Large Enrollment Economics Course

Large classes are a reality and an ongoing issue in higher education in most countries. Theoretically, a large class is any class where teachers face challenges in teaching, assessing students’ performance and managing the class due to the number of students. The paper will focus on assessment in large classes, looking at some familiar methods, as well as researching the possibilities of innovative technologies as useful assessment tools, self-evaluation using new technologies, and collaborative learning. The selection of the right methods for assessment is essential for meeting students’ needs without compromising the very integrity of the entire process; hence, a questionnaire will be utilized to investigate the opinions of teachers and students on their assessment process. The results will offer some new assessment possibilities that may compensate for the lack of adequate student-teacher contact and interaction usually present in small classes, but not always in large classes.

Universities in Kenya, like many others in sub-Saharan Africa, face challenges due to the rapid increase in student enrollment, leading to large class sizes due to insufficient funding. Numerous studies highlight the drawbacks of large classes and advocate for smaller class sizes to ensure quality education, particularly in science and mathematics. Therefore, finding effective and innovative methods to address the challenges of teaching large classes critical pedagogical skills of preparing schemes of work, lesson planning and improvisation in science and mathematics, is crucial for achieving quality education for university-level pre-service teachers. WhatsApp is an innovative videoconferencing tool that can facilitate instant sharing, group discussions, images, videos, video recordings, photographs, documents, web links, and lecture notes, all of which are effective for teacher training..This study aimed to explore the possibility of using WhatsApp to teach pedagogical skills to large university classes. A mixed-methods approach was utilized, with qualitative data analyzed through thematic content analysis, and quantitative data examined using frequencies and percentages. Conducted as classroom research, the study data was gathered via Google Forms questionnaires and Focus Group Discussions (FGDs), involving 120 third-year students studying pedagogy in STEM subjects. This study contributes by outlining strategies for using WhatsApp to address the challenges universities face in effectively teaching pedagogical skills and enhancing student engagement in large classes. The findings suggest that WhatsApp’s flexibility supports easy information sharing, promotes collaboration, extends learning opportunities, and helps manage large classes more efficiently.

“That’s it for today”: Academic lecture closings and the impact of class size

Compelling evidence indicates that “active learning” (learning by doing) is an effective pedagogy regardless of discipline or class size, and can be particularly effective with diverse students. This study investigated active learning practices in 64 classes at the University of Hawai‘i at Mānoa, a US university with a highly diverse student body, using a “Passivity Indicator” (PI: ratio of class time spent in passive activities to total class time). For all classes, the mean PI was 43%. Statistical analysis reveals no significant differences in the PI of classes taught in STEM vs. non-STEM disciplines, or between upper vs. lower division courses. However, the PI in larger classes was found to be significantly greater than in small classes (64% vs. 39%, respectively; p=0.02). Moreover, classroom activities aligned with an active learning standard in Language and Literacy Development (e.g., students answering questions) occurred twice as often in small (24%) vs. large classes (12%, with p=0.02). Altogether, these findings indicate an opportunity for more active learning in large classes. We present a range of research-based pedagogical strategies that can be readily implemented in large classrooms, and encourage instructors to use their implementation as research opportunities to gather data on student success.

A guide for faculty who want to improve their lecturing in Journalism theory courses in large class is presented. With the expansion of university enrolment, teachers face many challenges arising from large classes. Forming relationships with students and controlling the class are difficult. Many teaching methods are not suitable for large classes, although they are useful for small classes. After identifying the challenge of teaching large classes, suggestions are offered for organizing the body of the lecture, making the content more interesting, lecturing with passion and walking around the classroom. They are the most effective methods in lecturing a large class.

The reasons for large classes in developing countries are not far from the favourable government policies in the provision for free and compulsory basic education. This is in line with the global initiative for universal basic education coupled with the rapid population growth and awareness that a literate population is more productive than an illiterate one. Experience has shown that large classes or overcrowded classrooms affect the quality of education delivered in the school system. Teachers find it difficult to manage and teach effectively in large classes. This article explored the concept of large class size, its characteristics and management. The suggestions on processes of effective teaching and evaluating learning in large classes in developing economies like Nigeria preferred in this article will not only contribute to the existing literature but also assist teachers in their efforts to meet the expectations of the teaching profession.KEYWORDS: Class size, Large Class, Management, Developing Economies

Gradual increases in student intake (massification) at South African universities have created significant difficulties for both academics and administrative support staff to effectively manage hundreds of students crowded into large lecture halls or classrooms. Large class discourses have been a focus of research for several decades, but none of these studies have investigated the administration of large classes in Universities of Technology in South Africa, nor have they focused on the integration of the experiences of all the principal stakeholders. The study investigated the experiences of students, academics, and administrative support staff in administering large classes, with specific reference to three departments at a selected University of Technology. The study used a mixed methods approach, involving questionnaires to students and lecturers and semi-structured interviews conducted with administrative support staff. The study’s conceptual and theoretical framework was systems theory, enabling an overview of systems of lecturing, tutorials, and administration, as well as academic support systems, which all influence each other. The study findings established the value of systems theory for envisaging a closer coordination between different university respondent groups and operating systems. Results indicated that most academic staff members experience a heavy administrative workload, while secretaries were often not informed as to the nature and extent of their expected administrative duties. The findings also indicated that most students felt that large classes prevented them from receiving individual attention, and that the number of tutors available was insufficient. The study recommends the university to appoint more teaching assistants and tutors to assist academic staff with the large class administrative workload, while various teaching and learning strategies may help to deal more effectively with large classes. More detailed job descriptions should ensure greater awareness of expected support required from secretaries. Moreover, the findings provide academics, administrative staff, and students with insights to collaborative approaches that could address large class challenges effectively, as well as strategies for their administration. While the findings only apply to one university, they will be of interest to other South African universities of technology with similar class sizes.

This research aims to describe the difficulties faced by teachers in managing a large class and the teacher strategies in managing a large class. This research is a qualitative descriptive research with the subject one of the English teachers of SMA N 1 Badegan and students of Class XI MIPA 1- XI MIPA 4 as participants. Data collection techniques in this study were interviews and questionnaire. The results showed that in teaching and learning English in a large class, there were found three main challenges that must be faced by the teacher, namely the difficulty in giving attention to each individual in the class, heterogeneous student abilities and the difference of student background knowledge. The strategies used by the teacher to solve the problems in managing large classes include division of heterogeneous groups, small-group strategies, peer tutoring, visual imagery, and translation strategies. The application of classroom management skills includes asking skills, explaining skills, variation skills, and teaching a group and individual skills.

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 paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.