Does Class Size Matter? An Exploration into Faculty Perceptions of Teaching High-Enrollment Online Courses

Lowenthal, Patrick R.; Nyland, Rob; Jung, Eulho; Dunlap, Joanna C.; Kepka, Jennifer

doi:10.1080/08923647.2019.1610262

Cited by 25 publications

(27 citation statements)

References 26 publications

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“…Students recognize that larger classes increase availability and reduce bottlenecks in degree attainment (Chen et al, 2016). For faculty, increased flexibility in workload is the primary benefit (Lowenthal et al, 2019). Large classes create the option to grow sections of introductory or theory-heavy courses to enable smaller sections of more technical and/or specialty courses.…”

Section: Benefits and Challenges Of Large Classesmentioning

confidence: 99%

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Black

DeGrassi

Sweet

2021

Journal of Management Education

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An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb’s experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

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Section: Benefits and Challenges Of Large Classesmentioning

confidence: 99%

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Black

DeGrassi

Sweet

2021

Journal of Management Education

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“…Before summarizing research on how online class size relates to student outcomes, it is important to define what is meant by a "small" or "large" online course. However, this is somewhat difficult because there is a lack of consensus regarding class size definitions, in research, as well as practically (Lowenthal, Nyland, Jung, Dunlap, & Kepka, 2019). For example, in Lowenthal et al's (2019) survey of online faculty, roughly 40% considered a class of 30 or more students to be "high enrollment", but 10% did not consider a class to be "high enrollment" unless it included 100 or more students.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Outcomes in Online Courses: When Does Class Size Matter?

Thomas

Stritto

2021

nwelearn

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This quantitative study investigated the relationship between class size and student outcomes (final grades and DFW rates) in online higher education courses offered by a large, 4 year public institution in the United States. The following class size cut-off points were used: 8-15 vs. 16 or more students, 8-30 vs. 31 or more students, 8-40 vs. 41 or more students, and 8-50 vs. 51 or more students. Course level data included average final grades and DFW rates for 391 online undergraduate courses taught during the years 2017 and 2018. Significant results suggest that students earned higher grades in STEM (Science Technology Engineering Mathematics) and upper-division courses when online courses included 30 or fewer students. This suggests that it may be beneficial to limit certain kinds of courses to 30 students or fewer, as 30 students may be a tipping point where the benefits of smaller online classes wear off.

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“…Many old teachers need to be teaching assistants for 2-3 years before they can go to the podium, but now they only need to pass the test. Many school teachers, because of the expansion of enrollment, heavy teaching tasks [6], and did not have enough time to follow classes, the phenomenon of low teaching level is also widespread.…”

Section: Online Education Has Made It Possible To Improve the Levementioning

confidence: 99%

Research on Online Learning How to Change the Higher Education

Yong¹,

Li²,

Xiao³

et al. 2019

Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019)

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With the development of network technology, the educational model has changed. Learners can access higher education resources and study courses online. This paper summarizes the trends in future education and assesses the impact of online learning on university education. We believe that university and classroom teaching models will not be replaced by online learning. Online learning can play an important role in pre-service teacher training. The research should help people understand higher education under the impact of online learning and the direction of higher education development.

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Does Class Size Matter? An Exploration into Faculty Perceptions of Teaching High-Enrollment Online Courses

Cited by 25 publications

References 26 publications

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Student Outcomes in Online Courses: When Does Class Size Matter?

Research on Online Learning How to Change the Higher Education

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