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Article
Publication date: 6 February 2017

François Bry and Alexander Yong-Su Pohl

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system…

Abstract

Purpose

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form.

Design/methodology/approach

The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed.

Findings

The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage.

Research limitations/implications

This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding.

Practical implications

This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential.

Social implications

The paper describes an approach to large class higher education teaching in using social media.

Originality/value

Similar results have not been published so far.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 15 February 2008

Mardi Chalmers

The purpose of this paper is to mitigate the dearth in the library literature of large‐class, active learning pedagogies, by providing examples of these instructional approaches…

1950

Abstract

Purpose

The purpose of this paper is to mitigate the dearth in the library literature of large‐class, active learning pedagogies, by providing examples of these instructional approaches used in mega‐classes within the science, humanities, and education fields, for application within the library environment, specifically in large information literacy instruction sessions.

Design/methodology/approach

The author surveys both the library and science and education literatures, comparing coverage of active learning approaches in the professional literatures of each.

Findings

Although the library literature enthusiastically supports active learning approaches to teaching information literacy in theory, there are statistically few librarians who employ these learning modalities in their teaching. There are hardly any examples in the library literature of librarians using large‐class, active‐learning pedagogies. This article discusses some of the reasons behind librarians' reluctance to use active learning techniques and offers pragmatic suggestions from the literature of the sciences and education to alleviate this reticence.

Originality/value

This paper helps fill in the gap in the library literature discussing large‐class, active pedagogies for information literacy instruction. It offers some practical solutions from within the non‐library literature to some of the pedagogical obstacles inherent in mass classes, making explicit applications to information literacy instruction.

Details

Reference Services Review, vol. 36 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 17 February 2022

Liz Wang and Lisa Calvano

While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is…

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Abstract

Purpose

While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is a contested issue, research on its impact is inconclusive, mainly focusing on academic performance outcomes such as test scores and does not address classroom dynamics. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. student learning outcomes and satisfaction).

Design/methodology/approach

Using Finn et al.’s (2003) theoretical framework and research conducted in introductory business classes, this study investigates how student academic and social engagement influence educational outcomes in different class sizes.

Findings

Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. In addition, the results indicate that students perceive lower levels of teacher interaction and satisfaction in larger classes.

Originality/value

This study applies Finn’s framework of student engagement in the classroom to understand the dynamics of class size in business education. The results reveal the influential roles of academic and social engagements on educational outcomes. Practical strategies are offered to improve learning outcomes and student satisfaction in large classes.

Open Access
Article
Publication date: 23 February 2024

Vanessa Honson, Thuy Vu, Tich Phuoc Tran and Walter Tejada Estay

Large class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common…

Abstract

Purpose

Large class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common strategies is for the course convenor to proactively monitor student engagement with learning activities against their assessment outcomes and intervene timely. Learning analytics has been increasingly adopted to provide these insights into student engagement and their performance. This case study explores how learning analytics can be used to meet the convenor’s requirements and help reduce administrative workload in a large health science class at the University of New South Wales.

Design/methodology/approach

This case-based study adopts an “action learning research approach” in assessing ways of using learning analytics for reducing workload in the educator’s own context and critically reflecting on experiences for improvements. This approach emphasises reflexive methodology, where the educator constantly assesses the context, implements an intervention and reflects on the process for in-time adjustments, improvements and future development.

Findings

The results highlighted ease for the teacher towards the early “flagging” of students who may not be active within the learning management system or who have performed poorly on assessment tasks. Coupled with the ability to send emails to the “flagged” students, this has led to a more personal approach while reducing the number of steps normally required. An unanticipated outcome was the potential for additional time saving through improving the scaffolding mechanisms if the learning analytics were customisable for individual courses.

Originality/value

The results provide further benefits for learning analytics to assist the educator in a growing blended learning environment. They also reveal the potential for learning analytics to be an effective adjunct towards promoting personal learning design.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 13 February 2024

Andrew Cram, Stephanie Wilson, Matthew Taylor and Craig Mellare

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

Abstract

Purpose

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

Design/methodology/approach

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

Findings

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

Practical implications

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

Originality/value

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Book part
Publication date: 14 December 2023

Fazlyn Petersen

Business simulation games (BSGs) are gaining popularity in higher education as tools for entrepreneurial education. However, there are challenges in using BSGs for large classes

Abstract

Background

Business simulation games (BSGs) are gaining popularity in higher education as tools for entrepreneurial education. However, there are challenges in using BSGs for large classes of students in historically disadvantaged institutions (HDIs). The challenges include limited resources and digital literacy skills.

Purpose

The living standards measure (LSM) indicates socioeconomic status by measuring the degree of urbanisation, access to services and possession of assets, such as mobile phones. This research investigated the impact of students' living standards on their intention to use BSGs, as there is limited research.

Methodology

This study used positivism and added LSM to the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Quantitative data from 224 third-year information system students at an HDI were collected through an online survey. Structured Equation Modelling was used to analyse the data.

Findings

Results indicated that performance expectancy and social influence significantly influenced the intention to use BSGs. However, the relationship between effort expectancy and behavioural intention facilitating conditions was not significant. The introduction of LSM as a moderator for the relationships between all variables and behavioural intention also proved to be insignificant.

Implications and Conclusion

The result was unexpected, as we posited that a lower LSM would affect students' intention to use BSGs. This was not proven in this study and could be related to students accessing campus resources. However, during times when access to campus is restricted, such as protest action, the result may change for students with lower LSM.

Book part
Publication date: 9 August 2017

Jaime L. Williams and Richard J. Gentry

Entrepreneurship education exists to give provide students the tools and perspective necessary to make an informed decision about when starting a business is right for them. It is…

Abstract

Entrepreneurship education exists to give provide students the tools and perspective necessary to make an informed decision about when starting a business is right for them. It is holistic, giving students a sense for the entire process as well as what it means to be an entrepreneur. It is occasionally technical; it is undoubtedly exciting and complex. Why then does so much of academe employ rote-lecturing techniques to provide this training? Entrepreneurship is a process and a behavior set – not a person-specific attribute. Until students are allowed out of their seats to engage in behaviors other than note taking, they will not understand how to act entrepreneurially. This chapter explores this inconsistency, why traditional approaches are so problematic and modern experiential approaches that can help.

Details

The Great Debates in Entrepreneurship
Type: Book
ISBN: 978-1-78743-076-1

Keywords

Open Access
Article
Publication date: 12 January 2024

Peter Bryant

The purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of…

Abstract

Purpose

The purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.

Design/methodology/approach

It is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.

Findings

Learning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.

Research limitations/implications

The paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.

Originality/value

This paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 21 November 2008

Abram Walton, Scott Homan, Linda Naimi and Cynthia Tomovic

The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS).

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Abstract

Purpose

The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS).

Design/methodology/approach

The paper reviews a range of recently published (1993‐2006) works on pedagogy and educational technology. A survey methodology was utilized to measure students’ perceptions and attitudes across 16 variables.

Findings

The paper provides aggregate results on each of the 16 variables and statistically significant differences between sub‐categories.

Research limitations/implications

Research was limited to a major US university campus that services a large cross‐section of students. Demographic implications and trends are discussed.

Practical implications

This study focused on identifying and measuring the perceptions and attitudes of students regarding a radio frequency, wireless audience response system called: CPS. Sixteen research questions and variables were measured in this study regarding students’ perceptions and attitudes towards CPS, learning and student–instructor interactions. Overall, the study found that students perceive CPS as having a positive effect on their increase in pre‐class preparation and attendance, and on their increase of overall attention and participation during class. A slight majority of students enjoy using CPS and perceive CPS to have a moderately positive effect on their ability to learn and self diagnose how they are performing in class. The implications of this study and recommendations for future research are discussed.

Originality/value

This paper is valuable to instructors who wish to reemploy active learning or Socratic Method type activities in the large lecture format classes.

Details

Interactive Technology and Smart Education, vol. 5 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Article
Publication date: 6 February 2017

Gavin Baxter, Thomas Hainey and Gary McKenna

Abstract

Details

Journal of Applied Research in Higher Education, vol. 9 no. 1
Type: Research Article
ISSN: 2050-7003

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