Strategies for teaching and managing large classes in university

A research paper on classroom management at a University.Following extensive debate on management of large classes and its effectiveness, the current study sought to address (1) strategies used by lecturers to manage large classes; (2) required skills needed to effectively teach large classes by lecturers; and lastly (3) effective assessment practices used by lecturers in large classes. A structured questionnaire, which reached a reliability co-efficient of r=+0.87, was administered adopting a descriptive survey research design. One hundred and ten lecturers (N= 110) were randomly selected out of2205 lecturers in the four South African universities in Eastern Cape. The results showed that 'engaging students and developing a sense of belonging' is the best indicator with (Mean 8.6, SD = 12.264). This was followed by ‘automate assessment tasks where possible ’ (e.g. online quizzes) with Mean 3.0, SD = .899 (effective assessment practices); and ‘evaluating student understanding regularly through mini quizzes, short tests, class work or True/False responses ’ with (Mean 2.8, SD = . 752 (managing and teaching large classes)

The Use of Case Based Multiple Choice Questions for Assessing Large Group Teaching: Implications on Student's Learning

The practice of assessments in third level education is extremely important and a rarely disputed part of the university curriculum as a method to demonstrate a student’s learning. However, assessments to test a student’s knowledge and level of understanding are challenging to apply given recent trends which are showing that student numbers are increasing, student demographics are wide ranging and resources are being stretched. As a result of these emerging challenges, lecturers are required to develop a comprehensive assessment to effectively demonstrate student learning, whilst efficiently managing large class sizes. One form of assessment which has been used for efficient assessment is multiple choice questions (MCQs); however this method has been criticised for encouraging surface learning, in comparison to other methods such as essays or case studies. This research explores the impact of blended assessment methods on student learning. This study adopts a rigorous three-staged qualitative methodology to capture third level lecturers’ and students’ perception to (1) the level of learning when using MCQs; (2) the level of learning when blended assessment in the form of case based MCQs are used. The findings illuminate the positive impact of cased based MCQs as students and lecturers suggest that it leads to a higher level of learning and deeper information processing over that of MCQs without case studies. The implications of this research is that this type of assessment contributes to the current thinking within literature on the use of assessments methods, as well as the blending of assessment methods to reach a higher level of learning. It further serves to reinforce the belief that assessments are the greatest influence on students’ learning, and the requirement for both universities and lecturers to reflect on the best form of assessment to test students’ level of understanding, whilst also balancing the real challenges of large class size teaching

Teamwork protocol

This protocol represents an attempt to assist in the instruction of teamwork assessment for first-year students across QUT. We anticipate that teaching staff will view this protocol as a generic resource in teamwork instruction, processes and evaluation. Teamwork has been acknowledged as a problematic practice at QUT while existing predominantly in importance amongst graduate capabilities for all students at this institution. This protocol is not an extensive document on the complexities and dynamics of teamwork processes, but instead presents itself as a set of best practice guidelines and recommendations to assist in team design, development, management, support and assessment. It is recommended that this protocol be progressively implemented across QUT, not only to attain teamwork teaching consistency, but to address and deal with the misconceptions and conflict around the importance of the teamwork experience. The authors acknowledge the extensive input and contributions from a Teamwork Steering Committee selected from academic staff and administrative members across the institution. As well, we welcome feedback and suggestions to both fine tune and make inclusive those strategies that staff believe add to optimal teamwork outcomes

Cascading training down into the classroom: The need for parallel planning

Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that provision of training alone is no guarantee that cascade training aims will actually be applied in classrooms. The paper considers implications for cascade projects, suggesting that planning needs to be a parallel process if an adequate return on outlay, in the sense of teachers applying skills introduced in training in their classrooms, is to be achieved

Service-Learning Faculty Assessment: Report of Results, 2018

In Spring 2018, the VCU Service-Learning Office sponsored an evaluation process that gathered feedback from faculty members who teach service-learning classes. The goal was to deepen understanding of the barriers faced by VCU’s service-learning faculty instructors and to solicit feedback about key strategies for overcoming these barriers. An independent research consultant conducted the evaluation in two phases: an online anonymous survey and a 30-minute phone interview. Eighty service-learning instructors completed the online survey, and a stratified sample of 18 instructors completed the telephone interviews. Findings indicated that both the online survey respondents and phone interview participants experienced similar supports and barriers to teaching their service-learning classes. Key findings and recommendations are outlined in the full report

Improving CE with PDM

The concept of Concurrent Engineering (CE) centers around the management of information so that the right information will be at the right place at the right time and in the right format. Product Data Management (PDM) aims to support a CE way of working in product development processes. In specific situations, however, it is hard to estimate the contribution of a particular PDM package to CE. This paper presents a method to assess the contribution to CE of a PDM package in a specific situation. The method uses the concept of information quality to identify the gap with CE information quality requirements. The contribution of PDM to bridge this gap is estimated. Decisions on improvement actions are supported to improve readiness for PDM as well as to improve CE. The method has been tested in a real-life situation

Effective Teaching and Learning: Using ICT

Mellar, H., Kambouri, M., Logan, K., Betts, S., Nance, B., Moriarty, V. (2007) Effective Teaching and Learning: Using ICT. London: NRDC. Available at: http://www.nrdc.org.uk/uploads/documents/doc_3347.pdfResearch report for NRDCFindings and recommendations on effective teaching practice - with the aim of providing material for improving the quality of teaching and learning and for informing developments in initial teacher education and continuing development. (http://www.nrdc.org.uk/uploads/documents/doc_3347.pdf

Managing EBD In and Out of the Classroom

This metasynthesis of the literature focuses on managing students with emotional/behavioral disorders (EBD) inside and outside of the classroom. Students with EBD require large amounts of time and attention, often unplanned and in response to disruptive behaviors. Students with EBD can take a heavy emotional and physical toll on teachers, staff and peers involved with them, and instruction time for other students can be shortened or delayed due to disruptive behaviors. School districts find retention more difficult when students with EBD are present due to the high stress factor. When teachers and staff have the appropriate preparation and tools, however, students with EBD can be successful in an inclusive school setting with minimal disruptive behavior. Furthermore, as they make progress, they can practice self-management techniques to achieve more independence