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ERIC Number: EJ991406
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0965-948X
Reframing Perceptions of the Lecture from Challenges to Opportunities: Embedding Active Learning and Formative Assessment into the Teaching of Large Classes
Winstone, Naomi; Millward, Lynne
Psychology Teaching Review, v18 n2 p31-41 Aut 2012
Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large groups. Students evaluated these approaches favourably, and recognised that their own learning was enhanced through being active participants in lectures and having opportunities to receive feedback on their understanding within lectures. Furthermore, the experiences of teaching staff using these techniques were found to be largely positive, demonstrating awareness of the benefits for students as well as benefits for their own engagement and development. These data suggest that if we find the unique opportunities for learning afforded by large groups, the lecture has the potential to become a powerful learning environment.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A