An analysis of large and small class differences is used as a framework for planning for and teaching a large class. Using this conceptualization, the process of developing and offering an organizational behavior class to 141 students is discussed and analyzed. Specific suggestions are provided to improve teaching effectiveness by minimizing the psychological and physical distances inherent in such an environment, redistributing resources, and increasing the personalization of the course. Various tactics and strategies are presented and discussed. The results seem to indicate that the framework developed and suggestions provided are applicable to other pedagogies and courses.
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