Student Engagement in Very Large Classes: The Teachers' Perspective

Autor/inn/en	Exeter, Daniel J.; Ameratunga, Shanthi; Ratima, Matiu; Morton, Susan; Dickson, Martin; Hsu, Dennis; Jackson, Rod
Titel	Student Engagement in Very Large Classes: The Teachers' Perspective
Quelle	In: Studies in Higher Education, 35 (2010) 7, S.761-775 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Interviews; Foreign Countries; Teaching Methods; Learner Engagement; Large Group Instruction; Teacher Attitudes; Class Size; Educational Practices; Instructional Effectiveness; Teaching Styles; Aptitude Treatment Interaction; Educational Strategies; New Zealand + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Klassengröße; Bildungspraxis; Unterrichtserfolg; Lehrstil; Unterrichtsstil; Lehrstrategie; Neuseeland
Abstract	The rapid growth in the student population observed in higher education over the past 10-15 years in some countries has coincided with an increased recognition of student engagement and its value in developing knowledge. Active learning approaches have the potential to promote student engagement with lectures, but this becomes more challenging as class sizes increase. This study investigates student engagement from the teachers' perspective, to identify current practices in teaching, learning and assessment designed to promote student engagement in courses with more than 1000 students enrolled at the University of Auckland, New Zealand. The study is based on semi-structured interviews with six course coordinators. The results demonstrate that teaching techniques commonly associated with small-class teaching can be used to engage students in very large classes. The effectiveness of these approaches from the students' perspectives warrants further investigation. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10