Large-Class Pedagogy Interdisciplinary perspectives for quality higher education

2013 ◽  
Keyword(s):  
Higher Education ◽  
Large Class ◽  
Large Class Pedagogy

scholarly journals Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes

2021 ◽  
Author(s):  
Michael Moorhouse
Keyword(s):  
Best Practices ◽  
Large Class ◽  
Undergraduate Teaching ◽  
American Business ◽  
Case Method ◽  
Large Classes ◽  
Learning Techniques ◽  
Teaching Cases ◽  
Large Class Pedagogy ◽  
Effective Case

This study finds that the case method pedagogy, originally designed for use with graduate students, can also be effective in large, undergraduate business classes. While most of the case method research has historically focused on the graduate level, the method has now become popular for undergraduate teaching. There is a growing need for large class pedagogy and best practices due to the fast growing enrolment in North American business schools, and this study presents a preliminary opinion on how the case method could be adapted to meet the needs of large and diverse classes. The study reviews the challenges of teaching cases, and the challenges of using active learning techniques in large class teaching. The study presents a definition for “large” and “very large” classes in the context of case teaching, and suggests several practices from case-teaching instructors that can be used to teach the method effectively in these environments.

scholarly journals Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes

2021 ◽  
Author(s):  
Michael Moorhouse
Keyword(s):  
Best Practices ◽  
Large Class ◽  
Undergraduate Teaching ◽  
American Business ◽  
Case Method ◽  
Large Classes ◽  
Learning Techniques ◽  
Teaching Cases ◽  
Large Class Pedagogy ◽  
Effective Case

This study finds that the case method pedagogy, originally designed for use with graduate students, can also be effective in large, undergraduate business classes. While most of the case method research has historically focused on the graduate level, the method has now become popular for undergraduate teaching. There is a growing need for large class pedagogy and best practices due to the fast growing enrolment in North American business schools, and this study presents a preliminary opinion on how the case method could be adapted to meet the needs of large and diverse classes. The study reviews the challenges of teaching cases, and the challenges of using active learning techniques in large class teaching. The study presents a definition for “large” and “very large” classes in the context of case teaching, and suggests several practices from case-teaching instructors that can be used to teach the method effectively in these environments.

Teaching Large Classes

2021 ◽  
pp. 784-799
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Large Class ◽  
Large Classes ◽  
Daunting Task ◽  
Class Environment ◽  
Student Enrolment ◽  
Daunting Challenge ◽  
Assessment Strategies

Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

scholarly journals Lecture rapture: The place and case for lectures in the new normal

2021 ◽  
Author(s):  
Emily Nordmann ◽  
jacqui hutchison ◽  
Jill R D MacKay
Keyword(s):  
Higher Education ◽  
Large Class ◽  
Online Teaching ◽  
New Normal ◽  
Default Mode ◽  
Face To Face ◽  
Lecture Recordings ◽  
Rapid Changes ◽  
Traditional Lectures ◽  
Large Face

Following the pivot to online teaching as a result of COVID-19, discussion has turned to how the “new normal” in higher education will look, in light of rapid changes and technological upskilling that have taken place across the sector. Amongst this discussion, there have been calls to abandon large face-to-face lectures. Here, we argue that traditional lectures and lecture recordings have a place in the new normal, and that arguments to abandon traditional lectures are as unhelpful as the view that they should be the default mode of teaching. When lectures are deliberately chosen as the most appropriate method of teaching and when the same pedagogical care and attention is given as to other modes of delivery, they provide an effective, pragmatic solution, particularly for large class sizes. Our response to the pivot should not be to abandon lectures but rather to critically reflect on their purpose and how we can maximise their potential.

Teaching Large Classes

2019 ◽  
Vol 2 (1) ◽  
pp. 66-80
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Large Class ◽  
Large Classes ◽  
Daunting Task ◽  
Class Environment ◽  
Student Enrolment ◽  
Daunting Challenge ◽  
Assessment Strategies

Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

Large class teaching with Backstage

2017 ◽  
Vol 9 (1) ◽  
pp. 105-128 ◽  
Author(s):  
François Bry ◽  
Alexander Yong-Su Pohl
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Large Class ◽  
The Novel ◽  
Classroom Communication ◽  
Content Type ◽  
Large Classes ◽  
Media Platform ◽  
The Given

Purpose Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form. Design/methodology/approach The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed. Findings The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage. Research limitations/implications This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding. Practical implications This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential. Social implications The paper describes an approach to large class higher education teaching in using social media. Originality/value Similar results have not been published so far.

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