This document discusses teaching and learning in large classes. It begins by noting that what constitutes a large class can vary by discipline or pedagogical needs. Large classes pose engagement challenges for both students and faculty. The document reviews principles and strategies for effective large class instruction from various universities, such as encouraging contact between students and faculty and active learning. It notes that large classes can provide pedagogical value when the right approaches are used. Student perspectives are shared on what they like and dislike about large classes as well as their recommendations. The challenge is addressing perceptions that large classes cannot effectively support learning.

1. Teaching and learning
in large classes
Contributed by: Ms Anne Olsen
(Adapted from the 2015 SoTLC Topic 7)
CTLM
(Centre for Teaching, Learning & Media)

2. Define
How large is a large class?

3. Large classes…
Deane Walker at the Royal Opera HouseDeane Walker at the Royal Opera House

4. Large classes…
Michael Sandel at Harvard UniversityMichael Sandel at Harvard University

5. Large classes…
Eric Mazur at Harvard UniversityEric Mazur at Harvard University

6. Large classes…
George Siemens and Stephen DownesGeorge Siemens and Stephen Downes

7. Large classes at UCT

8. Large classes at NMMU

9. Define
“a large class may be defined in different terms
depending on the discipline and/or the pedagogical
needs of the learning environment”
(Hornsby, Osman & De Matos-Ala: 2013:8)

10. The Reality
Large classes poses a challenge for both students and academics
alike.
 Regardless of the lecturing style, students exhibit poor levels of engagement
with material, less commitment and lower motivation.
(Hornsby, Osman & De Matos-Ala: 2013:10)

11. Seven principles for good practice in
undergraduate education…
1. encourages contact between students and
faculty,
2. develops reciprocity and cooperation among
students,
3. encourages active learning,
4. gives prompt feedback,
5. emphasizes time on task,
6. communicates high expectations, and
7. respects diverse talents and ways of learning.
Chickering &
Gamson, 1987

12. The student voice:
•What students like about large classes
•What students dislike about large classes
•What students recommend about large
classes
University of North Carolina at Charlotte

13. “huh”
And what else?
What the students said
https://www.youtube.com/watch?v=mfdEFaeqzoM

14. What the students said: Recommendations
Keep students accountable
Provide an online platform for engagement in addition to
consultation time
Reinforce the relationship to enable communication
Caring about the students and the academic project
Enable peer collaborative learning opportunities
Interaction and engagement
Learn the students’ names
Group work
Visual aids
Take attendance

15. The challenge
“Challenge the perception that large-class learning environments
are void of pedagogical value”
(Hornsby, Osman & De Matos-Ala: 2013:8)
Any questions?

16. Resources
 Chickering, Arthur W., and Zelda F. Gamson. "Seven principles for good practice in
undergraduate education." AAHE bulletin 3 (1987): 7
 Gibbs, G. (1999). Using Assessment Strategically to Change the Way Students
Learn. In: Assessment Matters in Higher Education edited by Brown, S. and
Glesner, A. Buckingham: SRHE and Open University Press.
 Hornsby, David J, Osman, Ruksana, De Matos-Ala, Jaqueline. (2013), Large-Class
Pedagogy: Interdisciplinary perspectves for qualtiy highe education. Sun Media:
Stellenbosch
 UNCC CTL YouTube channel: https://www.youtube.com/user/unccCTL/videos
 Teacher to Teacher: http://www.utexas.edu/academic/ctl/largeclasses/#
 Innovative Teaching Methods for Large Classes Bates Wolfe UKZN (2011)
http://www.slideshare.net/EdPER_talks/ukzn-workshop-bates-wolfe?qid=be6b1ea3-9f72