The high touch classroom: small group learning in large class contexts. (The scholarship of teaching and learning).

Abstract

This paper identifies the challenges of teaching in the large classroom context and presents strategies that may be employed to address these concerns. We offer instructional suggestions and practical examples that are designed to enhance student-centered learning, facilitate a personalized teaching and learning environment, and help to make the large class "feel" and operate like the small one, even for the `super class'.

Introduction

Over the last decade in North America, a number of factors have radically shifted the nature of teaching and learning in higher education. The computer-assisted information revolution has brought with it the potential for low-cost distance education through the use of interactive instructional software and web-based learning. As a result, nontraditional course providers have begun to compete with traditional post-secondary institutions in the education market. In addition, as government funding for post-secondary institutions has declined, many universities have responded with increased student enrollments. Acutely sensitive to issues of public accountability and the need to attract discriminating and career-sensitive students, tertiary institutions have increased the pressure on teaching faculty to improve the quality of their teaching practices, particularly as this relates to the quality of teaching and learning within the large class context.

Although the literature on teaching and learning has identified the challenges involved in teaching larger classes (Gibbs, 1992; Brookfield, 1990, Prendergast, 1994), few scholars have offered practical suggestions for instructors who must accommodate these increasing numbers. Scholars in the field of critical and emancipatory pedagogy (Freire, 1970, Lather, 1991; hooks, 1994) have broadened our understanding of the complexities of the learner and the importance of offering varied learning strategies (Gardner, 1983, 1985). This understanding has led to a greater emphasis on personal interaction and discussion as a form of teaching (Brookfield & Preskill, 1999). Personal interaction is, however, often constrained by the limitations of physical and human resources. As hooks argues, `Even the best, most engaged classroom can fail under the weight of too many people' (hooks, 1994, p. 160).

The purpose of this paper is to present teaching and organizational strategies that have been successfully employed by three university instructors who teach large classes. These strategies are used within the context of first year courses in the Faculty of Applied Health Sciences and the Faculty of Business at two Canadian universities. Student enrollment ranges, on average, between 300 and 800 students per course.

The Challenge

From the perspective of the instructor, the large class environment presents a complex and intimidating venue. This is a context that demands exceptionally high organizational and instructional delivery skills. Given the physical parameters of the lecture forum, a relatively flat space with little seating flexibility, the instructor traditionally presents course content in a structured and deliberately paced manner. The pace of information delivery is tied to the knowledge, attention span and writing skills of the `average' student. Unfortunately, this strategy is often frustrating for students who require either more time or less time to assimilate and understand the material. In addition to these concerns, administrative and technical support for larger classes is far more demanding. If the course has a lab and/or seminar component, then seminar leaders, lab instructors and teaching assistants must be selected, monitored, trained and coordinated.

From the student perspective, the large class environment presents its own set of unique challenges. Large lecture halls are not conducive to a feeling of proximity and connection to either the instructor or the information presented in the course. The sheer size of the physical space often leads to a feeling of anonymity. Many students are hesitant to approach the instructor. If students are asked to speak publicly, they often feel intimidated, self-conscious and `centered-out'.

Strategies for Success

A wide variety of strategies exist for overcoming the challenges to teaching and learning in large classes. These strategies fall into three categories: enhanced learning inside the lecture hall; enhanced learning outside the lecture hall; and broadening the learning context by changing the teaching pattern of the course with the addition of seminars and/or labs.

Strategies Inside the Lecture Hall

Instructor - Student Strategies: There are several specific activities that instructors may initiate to enhance learning inside the lecture hall. Progress checks (periodic summaries) may be introduced at appropriate intervals throughout the lecture. The instructor takes a moment at the end of an important section of the lecture to briefly summarize the major points of information. If these points are not well understood, then students are encouraged to review their notes at the end of the lecture and ask the instructor for clarification. (Davis, 1993).

Another specific instructor-student technique involves asking the class a question during the lecture, related to the material being discussed. A simple yes/no vote by a show of hands is one option. For example, the question, `how many of you would accept employment with a cigarette manufacturer?' `how many would not for ethical reasons?' prompts an active response by students. Another approach is to frame the question in a way that requires a vote on three or more alternatives. For example, `how many of you would register this business as a partnership?' `how many would register it as a private corporation?'. `how many would choose to register it as a public corporation?'. Alternatively, students may be asked to provide examples from their own experience or knowledge about an issue or point being covered. This technique offers the opportunity for an active student response and allows additional time for the assimilation and analysis of the course material.

Group brainstorming is another effective strategy. The class is asked to publicly offer ideas. Although not all students are comfortable with this approach, there are always a few who will respond, and each response creates the possibility for others to follow. A particularly powerful variant of this approach involves asking the class to generate potential midterm or final exam questions. If this strategy is done with the shared understanding that the instructor will, indeed, use these student-generated questions, then the level of investment and motivation for students to attend lecture and become involved is dramatically increased.

Student - Instructor Strategies: Student-generated questioning is, of course, a foundational pedagogy in higher education. In a large class, however, students are generally reluctant to volunteer their perceived lack of understanding or knowledge in a public forum. For this reason, it is critical that the instructor creates an environment of mutual trust, respect and safety, particularly in the large lecture forum. Any question, if asked with sincerity, is an opportunity for both the instructor and students to engage in the course material in a new way. Student-generated questions allow the instructor insight into the student's world. It is imperative that student questions are actively encouraged and affirmed.

Despite this encouragement, some students are still unwilling to speak up in a large class. In this case, the instructor may suggest that students come up individually after class or during office hours with their questions. These questions may then be publicly addressed in class. For those students who are hesitant about approaching the instructor, a question box is an effective alternative. A box is placed at the back of the lecture hall for students to drop off questions anonymously. These questions are a valuable source of information for the instructor regarding the level of understanding of the course material and for the purpose of refining lectures.

Student - Student Strategies: Students may be asked to pair with their neighbor for a brief period in order to decide how to vote on a particular question. Another approach is to have students in each row number off (1-2-3), and then to ask for each group of three to discuss an issue or question posed by the instructor with a number of alternative options or answers, such as those described earlier. These groups may then make their decision know via a show of hands (one hand per group). Small groups of four or five may also be used. For example, groups may be asked to discuss a short vignette or case study, and then report back on their opinions, either by a show of hands or by a brief verbal account.

Strategies Outside the Lecture Hall

Field study groups are an effective means of encouraging students to collect relevant information outside of the classroom context. Students may be asked to form groups and collect data on a particular topic of interest. For example, the smoking behavior of a teen youth might be surveyed. These group reports may then be used during the course of the lecture to expand and illustrate particular points of information.

Focus groups may also be established. This is a particularly effective method for the instructor to receive specific feedback on course-related issues. A randomly selected group may be asked to meet with the instructor periodically throughout the term. Concerns relating to workload, assignments, tests and the effectiveness of course components may be explored.

The formation of study groups is also effective. Students are encouraged to share resources and study techniques for assignments and tests. This technique is widely used in business classes of all sizes, where case studies are a pervasive pedagogical technique. Each of these strategies may be enhanced through the use of Web technology. Chat rooms and email may be used to pose questions, discuss problems and provide feedback.

Seminars & Labs `Under Siege'

Although the addition of secondary components to large courses, such as seminars and labso, is not a new idea in higher education, it is a strategy that has fallen from favor in the current political and economic climate of many institutions of higher learning. Some university administrations have opted for the model of large, first-year `super class' in excess of one thousand students where the only teaching pattern for the course is the lecture component. Clearly, the cost-effectiveness of the super class is most appealing, reducing the need to hire additional personnel as teaching assistants and lab instructors, and yet in the large super class, the issues of access, anonymity and motivation are most acute. The third strategy of the `high touch' classroom must therefore entail a commitment to small group learning in the form of seminars and/or labs. When the traditional lecture component of large courses is augmented with the addition of formal and regular seminar and/or lab experiences, many of the major challenges involved in teaching and learning in large classes are effectively addressed.

From the perspective of the instructor, seminars and labs add another dimension of connection and accountability between the instructor and the student. Course content, discussed in lecture, becomes actively related to the readings and activities in the seminars and labs. The lecture forum, employing some of the `high touch' strategies listed earlier, may build on, extend and clarify the knowledge base discussed in seminars and labs. The physical environment of the course is now no longer one-dimensional but rather, extends from the lecture hall into the seminar and/or lab experience.

From the student's perspective, the seminar or lab experience provides a smaller, less intimidating forum for knowledge discussion and exchange. The student is able to relate, on a personal level, with both peers and the instructor (or lab/seminar leader). This opportunity for dialogue, within an atmosphere of intimacy and trust, reduces alienation and increases the likelihood of verbal participation. In addition, with the opportunity to investigate course material in greater depth, knowledge retention is enhanced. Students are more likely to see the relevance of the course material when given the opportunity for discussion and debate within a small group forum.

Transformative Relationships in the `High Touch' Classroom

As the model suggests, the four elements of the teaching and learning experience are related to one another. See <http://rapidintellect.com/AEQweb/spri02.htm>. Changes in the teaching environment, through the addition of seminars, labs and additional teaching assistants, impacts the instructor, the students and the course content. Likewise, high touch strategies utilized by the instructor, enhances course content, alters the relationship with students, and broadens possibilities within the teaching environment. Students, also, as proactive agents within the teaching and learning context, influence their instructor and relate to the environment and the content of the course in new and more personalized ways. In the high touch classroom, all four elements of the teaching and learning context are interrelated and interdependent.

Conclusion

Although teaching and learning within the large class context presents tremendous challenges for both students and instructors, we have argued that this context also presents unique opportunities. High touch strategies designed to enhance student-centered learning and facilitate a personalized teaching and learning environment can be successfully employed within large class contexts, thereby effectively challenging the all too easy assumption that class size and the quality of learning are inversely related.

Within the large class context, we have the opportunity to personally invite students into the community of higher education. Students need to feel a sense of involvement and responsibility for their own success within this educational enterprise. When students enter the large lecture hall and experience a learning environment that is meaningful and relevant, they will not only care to listen and contribute, they will also choose to return.

References

Brookfield, S. D. (1990). The skillful teacher. Jossey-Bass Publishers: San Francisco.

Brookfield, S. D. & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco: Jossey-Bass

Davis B.G. (1993) Tools for Teaching. San Francisco CA: Jossey-Bass.

Gibbs, G. (1992). Learning to more students. Oxonian Rowley Press.

Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum Press.

Freire, P. (1994). Pedagogy of hope. New York: Continuum Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Baosic Books.

Gardner, H. (1985). The mind's new science. A history of the cognitive revolution. New York. Baosic Books.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Prendergast, G. P. (1994). Student-centered learning in the large class setting. Journal of Further and Higher Education, 18, (3): pp 48-63.

Andrea Riesch Toepell, Brock University, Canada. Nina D. Cole, Ryerson University, Canada Anna H. Lathrop, Brock University, Canada

Andrea is assistant professor in the Dept. of Community Health Sciences. Areas of research include: curriculum and pedagogy; population health; violence and health; aging women and sport; and HIV/AIDS. Nina is associate professor of resource management, Faculty of Business. Areas of research include: human resource management, and human resource planning. Anna is Chair and associate professor of the Dept. of Physical Education. Areas of research include: history and philosophy of physical education, feminist pedagogy, women and sport.