Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

“…The research results echo the opinions of Tang (2011), Campbell andCabrera (2014), Laird et al (2008), Maringe andSing (2014), andPascarella et al (2013) that encouraging students to use DAL requires training in approaches to critical engagement with texts and writing critically, and in the application of conceptual ideas in designing concerned issues and empirical investigations.…”

One Size Does Not Fit All: Toward an Evidence-Based Framework for Determining Online Course Enrollment Sizes in Higher Education

“…New learning technologies developed in the early 21st century prompted universities to develop distance learning strategies. Many university administrators pursued market expansion through the development of online courses, and with them an increase in student enrollment for purposes of revenue generation and/or cost reduction Chapman & Ludlow, 2010;Colwell & Jenks, 2004;Diette & Raghav, 2015;Jones, 2015;Maringe & Sing, 2014;Mupinga & Maughan, 2008;Pelech et al, 2013;. In the rapidly changing technology-driven conditions within universities, an upward creep of online class sizes emerged and began to raise faculty concerns that educational effectiveness could be threatened (Jones, 2015;Ravenna, 2012;Seethamraju, 2014;Smith, Brashen, Minor, & Anthony, 2015;Snowball, 2014).…”

“…There is an acknowledged lack of consensus on how class size affects learning in online university courses (Gleason, 2012;Haynie, 2014;Maringe & Sing, 2014;Udermann, 2015). In class size research, the lack of consensus likely results from there being too many relevant variables to capture, measure, and control consistently across settings (e.g., Arias & Walker, 2004;Arzt, 2011;Kingma & Keefe, 2006;Lindley, Ashwill, Cipher, & Mancini, 2017;Mandel & Sussmuth, 2011;Maringe & Sing, 2014;Monks & Schmidt, 2011;Morrison, 2015;Richardson et al, 2015;Walls, 2016). Alternatively, perhaps findings on class sizes could lead to implications that would be perceived as a threat to university finances, or pique political sensitivities regarding varying populations' access to equal educational opportunity (Colwell & Jenks, 2004;Curriculum Committee, 2011Diette & Raghav, 2015;Maringe & Sing, 2014;.…”

“…In class size research, the lack of consensus likely results from there being too many relevant variables to capture, measure, and control consistently across settings (e.g., Arias & Walker, 2004;Arzt, 2011;Kingma & Keefe, 2006;Lindley, Ashwill, Cipher, & Mancini, 2017;Mandel & Sussmuth, 2011;Maringe & Sing, 2014;Monks & Schmidt, 2011;Morrison, 2015;Richardson et al, 2015;Walls, 2016). Alternatively, perhaps findings on class sizes could lead to implications that would be perceived as a threat to university finances, or pique political sensitivities regarding varying populations' access to equal educational opportunity (Colwell & Jenks, 2004;Curriculum Committee, 2011Diette & Raghav, 2015;Maringe & Sing, 2014;. Whatever the reasons, no existing convergence of research evidence provides guidance for determining optimal online class sizes at different educational levels and under varying contextual conditions-that is, no one size fits all (Beattie & Thiele, 2016;Bettinger, Doss, Loeb, Rogers, & Taylor, 2017;Bristol & Kyarsgaard, 2012;Chapman & Ludlow, 2010;Cheng, 2011;Colwell & Jenks, 2004;Curriculum Committee, 2012;Freeman, 2015;Haynie, 2014;Hewitt & Brett, 2007;Horning, 2007;Johnson, 2010;Kim, 2013;Lee, Dapremont, & Sasser, 2011;Liu, 2012;Mandernach & Holbeck, 2016;Morrison, 2015;Mupinga & Maughan, 2008;Parks-Stamm, Zafonte, & Palenque, 2016;Qiu, Hewitt, & Brett, 2012...…”

Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions

“…Maringe and Sing (2014) define large class size as "any class where the numbers of students pose both perceived and real challenges in the delivery of quality and equal learning opportunities to all students, in that classroom" (p. 763). The researchers adopt Maringe and Sing's definition for purposes of this paper and regard our target classes of over 400 students as large.…”