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ERIC Number: EJ1151047
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1812-9129
Differentiating Instruction for Large Classes in Higher Education
Turner, Windi D.; Solis, Oscar J.; Kincade, Doris H.
International Journal of Teaching and Learning in Higher Education, v29 n3 p490-500 2017
In response to the diverse needs of individual students--their unique abilities, interests, learning styles, and cultural backgrounds--K-12 teachers have been using differentiated instruction, supported by research, for decades. While positive results have been shown in K-12 education, the literature to support differentiated instruction in higher education to meet the diverse needs of college students remains inconclusive. To contribute to the literature in this area, this exploratory and qualitative study examined the use of differentiated instruction at a large research institution situated in the southeastern United States with a focus on courses with enrollment of 50 students or more. The participants included 20 instructors teaching large classes within 11 departments and two schools of an academic college that encompasses the arts, humanities, and social and human sciences. The findings suggest that differentiated instruction in large classes at a research university is challenging. Moreover, instructors teaching large classes need a better understanding of differentiated instructional strategies and how to implement them.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A