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Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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Class Size Effects in Higher Education: Differences across STEM and Non-STEM Fields
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Class Size Effects in Higher Education: Differences across STEM and Non-STEM Fields
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Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class
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In: International Journal for the Scholarship of Teaching and Learning (2019)
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Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten
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In: Kindheit und Entwicklung 27 (2018) 1, S. 5-13 (2018)
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Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten ...
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Size matters: class numbers and the creative writing workshop
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In: Faculty of Law, Humanities and the Arts - Papers (2018)
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Kleinere Grundschulklassen können zu besseren Leistungen von SchülerInnen führen
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Large university classes: A 100+ year-old problem
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In: The Western Conference on Science Education (2017)
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Adapting lesson delivery to accommodate changing classroom sizes
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In: The Western Conference on Science Education (2017)
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Abstract:
Research indicates that class size may influence student achievement (Dillon et al., 2002). So how does one adapt the delivery of course content in larger classes so that student achievement is not negatively impacted? While some may advocate for smaller classes, university lecturers typically do not have control over the size of their classes. An alternative is to focus on increasing student motivation and creating a sense of community. In this presentation, I will present observations garnered from teaching an introductory programming class to three different class sizes (i.e., 50, 100, and 25 students). I will also discuss strategies that proved effective in creating a sense of community and motivating students. In this session, the audience will be shown how a shift from a primarily lecture-based format to an active learning style was implemented in the different classes. As a focus on learning instead of teaching has the potential to impact student achievement (Weimer, 2003) this research is of benefit to anyone confronted with changing class sizes. Innovative methods for measuring student motivation during the semester will also be discussed. Dillon et al. (2002). Retrieved from https://www.ilr.cornell.edu/sites/ilr.cornell.edu/files/WP28.pdf Weimer (2003). Change: The Magazine of Higher Learning, 35(5), 48–54.
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Keyword:
active-learning; class size; community; student motivation; Teaching and Learning Science
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URL: https://ir.lib.uwo.ca/wcse/WCSESeventeen/Friday/6
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12 |
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 12
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Student interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 2 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in English, clip 3 of 12
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The Relationship Between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners
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In: Doctoral Dissertations and Projects (2013)
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Globalising the class size debate: Myths and realities
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In: Education Papers and Journal Articles (2013)
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An analysis of student engagement when taught in classes of different sizes in rural, regional and metropolitan campuses of an Australian university
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