Massification and the large lecture theatre: from panic to excitement

Arvanitakis, James

doi:10.1007/s10734-013-9676-y

Cited by 43 publications

(39 citation statements)

References 10 publications

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“…Estas pedagogías cuestionan la concepción instrumental, centrada exclusivamente en la formación profesional para la inserción en el mercado laboral, y destacan su función social y el compromiso por la construcción de un mundo mejor. Arvanitakis (2014), desde su experiencia con la masificación educativa en Australia, sostiene que se busca que la educación transforme la manera en que los y las estudiantes están en el mundo y, retomando a Freire, sugiere que la concientización comienza por ver el mundo de manera diferente. Desde su punto de vista, el trabajo de los educadores no es solo sobre las habilidades y conocimientos, sino sobre la promoción y conciencia de una ciudadanía activa y comprometida.…”

Section: Implicaciones Para Las Prácticas Educativas Universitariasunclassified

“…Después de varios años en esta asignatura, Arvanitakis observa una mejora en la asistencia y en los resultados, incluso profesores de cursos más avanzados reconocen aprendizajes significativos y profundos en quienes viven esta experiencia. Por otro lado, señala las dificultades que enfrenta; en principio, que los grupos grandes son un desafío permanente en sí mismo, pero también que, si bien apuesta por la apropiación de conceptos y su reconocimiento como elementos presentes y relevantes en la vida, esto implica sacrificar los detalles en el contenido (Arvanitakis, 2014).…”

Section: Cursos En Clave De Pedagogías De La Equidad E Iniciativas Deunclassified

“…Al mismo tiempo, no puede perderse de vista que la masificación impone retos a las universidades para brindar una atención educativa eficaz a un estudiantado cada vez más grande y diverso. En Australia, por ejemplo, se reporta la complejidad que significa impartir clases en aulas con más de mil estudiantes (Arvanitakis, 2014), lo que exige innovaciones pedagógicas e inversiones financieras y tecnológicas. En México, la carga docente para atender a la matrícula en ascenso descansa preponderantemente en docentes por asignatura que carecen de los apoyos institucionales básicos y, con frecuencia, también de una capacitación pertinente.…”

Section: Introductionunclassified

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La dimensión pedagógica de la equidad en educación superior

Silva

2020

EPAA

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In this article I conceptualize and explore the pedagogical dimension of equity in higher education and its strategic importance for addressing the inequalities that persist despite policies put in place worldwide to expand opportunities. I draw upon an understanding of integral equity, which aligns with social inclusion for participation and empowerment. The pedagogical dimensión of equity, rooted in critical pedagogies, student-centered capacity and education, encompasses inclusive and dialogic educational processes to strengthen the agency of non-traditional students, both to learn and to resist educational and social exclusions. This dimension is key to optimize access, and to expand strategies for, and reduce the failures experienced by, non-traditional students, as evidenced in an analysis of innovative practices presented in this article. Creating a new paradigm is a challenge, a cultural change that requires multidimensional policies and actions at the macro and micro social levels. Thus, initiatives are more promising when they incorpórate the collective action of university communities committed to social justice.

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Section: Implicaciones Para Las Prácticas Educativas Universitariasunclassified

Section: Cursos En Clave De Pedagogías De La Equidad E Iniciativas Deunclassified

Section: Introductionunclassified

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La dimensión pedagógica de la equidad en educación superior

Silva

2020

EPAA

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“…In the same vein, technology allows easier interactions between students via communities of learners [16], safe spaces for discussion, and support between peers [17]. This is relevant since the involvement of the students in their own educational process has been related with an increase in motivation and engagement that has a positive impact in the large lecture theater [18].…”

Section: Student-teacher and Student-student Interactionmentioning

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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“…Lecturing large classes is the prevailing mode of instruction in higher education across many subjects including mathematics, due to the increased number of students taking up university studies. While smaller classes and inquiry oriented approaches are seen to be more effective for mathematics learning (Rasmussen & Kwon, 2007) and some (Jaworski, Mali, & Petropoulou, 2017) associate lecturing large classes with a transmissionist view of learning, others see large class teaching as an opportunity to develop creative and less traditional teaching methods (Arvanitakis, 2014). Unlike other academic disciplines, mathematics teaching is rather uniform and in university mathematics classrooms the Definition-Theorem-Proof (DTP) format dominates, despite the fact that mathematicians are well aware that mathematics is not created in this way (Weber, 2004).…”

Section: Introductionmentioning

confidence: 99%

Guided notes for university mathematics and their impact on students’ note-taking behaviour

Iannone

Miller

2019

Educ Stud Math

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This paper reports findings from a case study of the impact that using guided notes has on university mathematics students' note taking behaviour. Whereas previous research indicates that students do not appreciate the importance of lecturers' non-written comments and record in their notes only what is written on the board when taught with the traditional chalk and talk method, some students in our study recorded the non-written comments as well as some of their own links between sections of the lecture. We did not however find students' attitude towards those comments to be different from what previous research found. We conclude that guided notes can be an appropriate way of teaching university mathematics but on their own cannot make the pedagogical intentions of the lecturer clearer to the students. We also found that the educational environment plays a big part on all aspects of student learning, including on decisions related to note taking during lectures.

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Massification and the large lecture theatre: from panic to excitement

Cited by 43 publications

References 10 publications

La dimensión pedagógica de la equidad en educación superior

La dimensión pedagógica de la equidad en educación superior

Large Courses at Universities: Criteria for Teacher Action

Guided notes for university mathematics and their impact on students’ note-taking behaviour

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