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.

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.

A Conceptual Framework for E-Assessment in Higher Education

2014 ◽  
pp. 652-673 ◽  
Author(s):  
Luís Tinoca ◽  
Alda Pereira ◽  
Isolina Oliveira
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Four Dimensions ◽  
Assessment Culture ◽  
Digital Assessment ◽  
E Learning ◽  
Assessment In Higher Education ◽  
Assessment Strategies

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.

E-Assessment in Portuguese Higher Education

2019 ◽  
pp. 312-333
Author(s):  
Lúcia Amante ◽  
Isolina Rosa Oliveira ◽  
Maria João Gomes
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Public Higher Education ◽  
New Approach ◽  
Assessment Culture ◽  
New Learning ◽  
Learning Scenarios ◽  
Portuguese Higher Education ◽  
Assessment Strategies

The new learning scenarios resulting from technological development and in particular of Web 2.0 make it necessary to rethink the teaching practices in higher education, namely at the level of assessment strategies aligned with more recent paradigms. The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, implying the use of a variety of assessment strategies. What models can anchor this new assessment culture? How can one design an assessment program that guarantees the quality of this new approach? Based on a new theoretical framework for e-assessment in higher education, the authors construct and apply a survey aimed to identify the practices and the perspectives of the teachers, and the experiences and the perspectives of the students in public higher education institutions. In this chapter, the authors present and discuss the results obtained and advance a proposal for teacher training.

scholarly journals Models of Student Engagement in Music Education Classroom in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiqin Wang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Music Education ◽  
Future Research ◽  
Education Student ◽  
Passive Learning ◽  
Education Theory ◽  
Student Skill ◽  
New Guidelines

Higher education is undergoing a paradigm move from passive learning toward active learning. Student engagement is assumed to be a significant criterion and gauge for the quality of the student skill for higher education; however, in the literature, the term engagement remains to be vague to delineate, and it is construed in different ways. Since institutions accentuate preparing alumnae for life further than their education, student engagement has turned out to be a priority for music education, and within the last 5 years, the attention was drawn to “Students as Partners” as a response to “students as consumers” construct manipulating higher education theory. Concerning the literature review, the meaning of student engagement, determinants influencing it, and its merits are brought together. In conclusion, the implications of student engagement are presented, and new guidelines for future research are depicted.

scholarly journals Getting students engaged

2011 ◽  
Author(s):  
Phil Race
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Student Experience ◽  
Student Survey ◽  
Education Experience ◽  
League Tables

We live and work in challenging times. Now that it seems certain (post Browne, 2010) that the fees students pay for their higher education experience will double (or worse), we can't be surprised that the emphasis on 'the student experience' of higher education will intensify. Whether students are saddling themselves with ever-increasing amounts of debt to afford that higher education experience, or whether it is parents who foot the bill, the spotlight continues to focus ever more sharply on student satisfaction, alongside all available measures of the quality of student engagement in higher education. We already have league tables in which the reflection of the student experience as gained from the National Student Survey features prominently. And with diminishing budgets for teaching, class sizes are likely to continue to grow - in those disciplines where higher education survives least scathed. So how can we meet the challenge of 'getting students engaged'?

scholarly journals Enhancing Student Engagement through Small Group Pedagogies in a Large Class Environment

2012 ◽  
Vol 03 (06) ◽  
pp. 824-828
Author(s):  
Ayse A. Bilgin ◽  
David Bulger ◽  
Greg Robertson ◽  
Sigurbjorg Gudlaugsdottir
Keyword(s):  
Student Engagement ◽  
Small Group ◽  
Large Class ◽  
Class Environment

Engaging Students in Large Classes through the Use of Blended Learning Instructional Strategies (BLIS)

2014 ◽  
pp. 213-224
Author(s):  
Raymond W. Francis ◽  
Mary Jo Davis ◽  
Jon Humiston
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Effective Teacher ◽  
Faculty Performance ◽  
Large Classes ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content, and you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this chapter, Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement particularly in large classroom settings.

scholarly journals How do I improve the quality of in-training assessment of learners?

CJEM ◽  
2011 ◽  
Vol 13 (04) ◽  
pp. 267-272 ◽  
Author(s):  
Glen Bandiera
Keyword(s):  
Emergency Department ◽  
Clinical Assessment ◽  
Marked Improvement ◽  
Due Process ◽  
Basic Principles ◽  
Training Assessment ◽  
Daunting Task ◽  
Assessment Strategies

ABSTRACT Assessing a learner in the course of a hectic emergency department (ED) rotation is a daunting task for both experienced and new supervisors. This is particularly true if the learner is not doing well. In light of numerous impediments provided by the modern ED environment, sticking to basic principles can result in marked improvement in both the process and the outcome of in-training assessment. This article addresses these important principles for assessment as they apply in the clinical realm of the ED, with a focus on matching expectations to both the trainee and the available assessment strategies. It is critical that teachers strive for clarity, consistency, honesty, and adherence to due process in their learner assessments. This article provides an evidence-informed approach to succeeding with such an approach to clinical assessment.

scholarly journals Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade?

2019 ◽  
Vol 2 (3) ◽  
pp. p124
Author(s):  
Darren Pullen ◽  
Steven Collette ◽  
Loan Dao ◽  
J - F
Keyword(s):  
Higher Education ◽  
Postgraduate Education ◽  
Student Evaluations ◽  
Student Feedback ◽  
Current Debate ◽  
Student Evaluations Of Teaching ◽  
Final Grade ◽  
Student Enrolment ◽  
A Current

The use of Student Evaluations of Teaching (SET) has become widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to more research to be conducted in this area. The current study contributes to broadening knowledge and understanding on the validity of SET by drawing on an online unit evaluation completed by students (n=2430 out of total student enrolment of N=7757) in one university across three postgraduate education programs over a two-year period, to determine whether there is a relationship between student feedback on teaching and student final unit grade. Findings revealed that students who achieved very high or very low final unit grades did not participate in the SET, while students who achieved Pass or Credit grades partook in the SET, thus providing feedback. This indicates that teaching and evaluating staff need to be aware that a large subset of their students that are not providing feedback to staff to improve the quality of their courses.

scholarly journals Assessment, plagiarism and its effect on academic integrity: Experiences of academics at a university in South Africa

2019 ◽  
Vol 115 (11/12) ◽  
Author(s):  
Pryah Mahabeer ◽  
Tashmika Pirtheepal
Keyword(s):  
South Africa ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Plagiarism Detection ◽  
Large Classes ◽  
Student Plagiarism ◽  
Teaching Learning ◽  
Assessment Strategies

The quality of teaching, learning and assessment is compromised by the growing problem of academic dishonesty, especially in large class sizes as a result of the ‘massification’ of education. In South Africa and around the world, student plagiarism and cheating has become a matter of concern, especially when it comes to teaching large classes. This concern has received much attention as it impacts negatively on the maintenance of academic standards and integrity at many universities. Academics have a major role to play in the process of maintaining academic integrity. Through an ‘interpretivist’ and qualitative approach, we explored the experiences of three emerging academics within the Discipline of Curriculum Studies at a university in South Africa. We used Pinar’s method of currere as a lens that focuses on academics’ experiences of assessment and plagiarism in teaching large classes and its effect on academic integrity. The findings suggest that although ‘massification’ of education in South Africa is commended for addressing past social injustices and for facilitating accessibility to education, quality teaching and learning including assessment is seriously compromised. This demands a serious rethink of assessment strategies to deter academic dishonesty, and a reconsideration of the way academics and institutions think about plagiarism detection tools in teaching large classes.

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