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ERIC Number: ED384088
Record Type: Non-Journal
Publication Date: 1995-Feb
Pages: 28
Abstractor: N/A
Reference Count: N/A
Learning Lessons from Large Classes: Student Attitudes toward Effective and Ineffective Methods in Large Classes.
Litke, Rebecca A.
To solicit students' views on teaching and learning in large classes, surveys were distributed to 143 students enrolled in an upper division general education and major course in communication theory in the fall of 1993. The survey consisted of 17 questions, 10 of which were closed-ended questions concerning demographics. The remaining seven were open-ended questions focusing on student likes and dislikes in large classes and their ideas for improving teaching and learning in large classes. The closed-ended portions of the survey were tabulated; the open-ended portions were analyzed through content analysis. Results showed that most students prefer small classes, but about one-third were favorable to large classes. The results also comment on a number of assumptions held by faculty about large classes. First, if many faculty believe that increased class size leads to decreased student learning and satisfaction, student assessment of their experiences of large classes clearly show that not all students share this belief. Second, if faculty believe that large classes cannot be taught like small classes implying that quality teaching is not possible in large classes, the data in this study suggests, nevertheless, that quality teaching is possible in large classes. Third, if faculty believe that student ratings of large classes (and large-class instructors) are lower than those of small classes, the close-ended question in which student ranked the communication class (at 8.05 of 10) suggest that ratings of large classes can be high. (Contains 35 references and 6 tables.) (TB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A