Course characteristics influencing students’ oral participation in higher education

Mundt, Elisabeth; Hänze, Martin

doi:10.1007/s10984-022-09437-7

Cited by 3 publications

(1 citation statement)

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“…Thus, the analysis of scientific publications of education illustrates the relevance of studying the forms of conducting classes, pedagogical approaches and their evaluation in the student environment. Modern scientific works examine the effectiveness of traditional classes, substantiating conclusions about the limitations of "lecture learning" (Mundt, Hänze, 2023). In the changing landscape of higher education, thinking about digitalization provides an evidence-based approach to the development of new approaches to improve the quality of blended learning (Santos et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Blended Learning in the Context of Digitalization: New Opportunities and Possible Limitations

2023

European Journal of Contemporary Education

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In modern conditions, Russian universities are focused on the active introduction of digital technologies in the educational process, the use of various combinations of online and offline learning. The rapid change in the landscape of higher education determines the scientific significance of research on the effectiveness of mixed forms of student learning, including assessments of synchronous and asynchronous modes of online classes. In the course of working on the article, the authors used the results of a questionnaire survey of students (N = 1,107) conducted in June 2021, as well as focus group interviews (N = 23) conducted in May 2023. The purpose of the article is to analyze the perception of the problems and benefits of blended learning. The results of the study showed that students rate synchronous forms of online learning (video conferencing) in real time more highly (compared to watching pre-recorded video content). The advantages of synchronous forms of learning are associated with maintaining stable communications with the teacher and the group during the lesson. The formation of communication links, the ability to maintain a discussion "here and now" combines the advantages of traditional interaction in the classroom and the advantages of remote learning. The results obtained indicate the limits of the total digitalization of education, the need to create conditions for contact work. The students were asked about the effectiveness of transferring traditional forms of conducting classes (a lecture by a teacher/making presentations at a seminar) to an online environment. The students with a low level of self-organization (often distracted, combine work and study) are most critical of traditional pedagogical practices implemented online. Such students tend to blame the low level of their motivation on the ineffectiveness of blended learning. Students with a high level of self-organization highly appreciated the effectiveness of traditional forms of conducting classes online.

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Section: Introductionmentioning

confidence: 99%

Blended Learning in the Context of Digitalization: New Opportunities and Possible Limitations

2023

European Journal of Contemporary Education

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Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

Molavi

2024

Review of Education

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Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy. Context and implicationsRationale for this studyMotivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.Why the new findings matterThe study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.Implications for policy makers, stakeholders and the general publicThe study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can utilise this research to inform the development of policies pertaining to class size regulations and resource allocation, ensuring that HEIs receive the necessary support to address challenges arising from large class sizes. Researchers are prompted to study perceptions surrounding class sizes. Funders can support research on class size perceptions, aiding evidence‐based decision making and resource distribution. Finally, the general public can benefit from increased awareness of the complexities surrounding class size dynamics, fostering a broader understanding of the challenges faced by educators and institutions in delivering quality education in large class settings.

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“I can’t bear sitting in this class”: exploring Iranian undergraduate female student experiences of their college classrooms

Hemmati,

Zarrinabadi,

Ebrahimi

2024

Learning Environ Res

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Course characteristics influencing students’ oral participation in higher education

Cited by 3 publications

References 46 publications

Blended Learning in the Context of Digitalization: New Opportunities and Possible Limitations

Blended Learning in the Context of Digitalization: New Opportunities and Possible Limitations

Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

“I can’t bear sitting in this class”: exploring Iranian undergraduate female student experiences of their college classrooms

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