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ERIC Number: EJ1127711
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2159-0281
Active Learning Strategies for Complementing the Lecture Teaching Methods in Large Classes in Higher Education
Mangram, Jeffrey A.; Haddix, Marcelle; Ochanji, Moses K.; Masingila, Joanna
Journal of Instructional Research, v4 p57-68 2015
Massification in higher education in Sub-Saharan Africa is an ongoing reality that poses particular challenges and opportunities for these nations (Mohamedbhai, 2008). Like Scott (1995), we use the term massification to refer to the rapid increase of students attending higher education institutions in the latter part of the 20th century and into the 21st century. We contend that even in large lecture hall situations, active teaching strategies can be employed to check for understanding, to engage more students in grappling with the content in deeper and more complex ways, and to model for prospective teachers on how to use these techniques to engage their future students in large classroom contexts. In this expository paper, we outline the professional development training we conducted with Kenyatta University teacher educators. We focused on teaching and modeling twelve active learning strategies that they could use in their classes, which are held in lecture halls with as many as 500 students in a class, and were useful active learning strategies regardless of the number of students in the class. By using the aforementioned active learning strategies, we believe the lecture method can be transformed into a tool that promotes active rather than passive learning. Massification does not have to mean a lower-quality learning experience despite large class sizes. Indeed, we argue that massification means a different learning experience for lecturers and students
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya; New York (Syracuse)
Grant or Contract Numbers: N/A