Cursos masivos: ampliando expectativas

Calzada, Victoria; Lecot, Nicole; Garcia, María Fernanda; Cabrera, Mirel; Camacho, Ximena; Tassano, Marcos; Castelli, Romina; Czerwonogora, Ada; Goicochea, Enzo; González, Mercedes; Cabral, Pablo; Cerecetto, Hugo

doi:10.1016/s0187-893x(14)70565-8

Cited by 3 publications

(4 citation statements)

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“…The incorporation of virtual resources and organizing students in smaller groups for discussion facilitated the administration of the class and enhanced the interactions among the students. (Calzada et al, 2014). Another example is Problem Based Learning (PBL) which proved to improve learning outcomes not only by boosting social engagement, but also throughout a shift in the traditional organization of a lecture course.…”

Section: Factor 1 -Interactionsmentioning

confidence: 99%

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Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

Jerez

Orsini

Ortiz

et al. 2021

Learning: Research and Practice

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Large-group activities has increased in higher education since year 2000. Research focused on the possibility to have positive effects on students' learning, regardless the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarizes the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of seventy-eight articles met the inclusion criteria and were selected for a thematic analysis. These studies came from a wide range of disciplines, type of institutions and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student-teacher and student-student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students' motivation and commitment, (5) and the use of online teaching resources. The discussion is centered on the conditions by which largegroup activities can be effective learning strategies in terms of student's achievement of learning outcomes.

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Section: Factor 1 -Interactionsmentioning

confidence: 99%

“…empowering them and fostering their autonomy, regardless of the number of students in-class (Lewis andLewis 2008, Prosser and Trigwell 2013, Calzada et al 2014, Alcaide 2015.…”

mentioning

confidence: 99%

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Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

Jerez

Orsini

Ortiz

et al. 2021

Learning: Research and Practice

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show abstract

“…Considering the fact that there is a tendency toward a greater amount of chaos in a large group of activities, administration and management issues should be of special relevance. In this sense, there should be a planning process of the activities before, during, and after the class [31], designing and communicating the activities in a way that all the educators involved have clarity on the process methodology.…”

Section: Classroom Managementmentioning

confidence: 99%

Large Courses at Universities: Criteria for Teacher Action

Jerez¹,

Ortiz²,

Rojas³

et al. 2018

New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

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Large courses represent the vast majority of learning activities in higher education institutions around the world, where classrooms are crowded with students and teachers make their best efforts trying to accomplish the learning objectives. This educational context, along with the increased access to higher education in the past decade, has generated demands on the teaching-learning process. Consequently, research in the topic is needed to elucidate guidelines to improve university instruction. Recent initial findings of the research project "What do the best university teachers do in large courses? A multi-case study" report five crucial aspects to consider when planning a successful large group activity: student-teacher interaction, active learning strategies, classroom management, students' motivation and commitment, and effective use of technology. Also, it has been concluded that there are five criteria that the best university teachers frequently use in their classes: ubiquitous interaction between student-teacher-student, the dynamic decision-making based on student learning achievement, use of examples originated from reality, promotion in the generation of networks of collaboration, and promotion of participation of students during class. To overcome the challenge of large courses, future research and innovations in large learning activities should be undertaken to evaluate their impact on students' learning.

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