Teaching Large Classes in an Increasingly Internationalising Higher Education Environment: Pedagogical, Quality and Equity Issues

Autor/inn/en	Maringe, Felix; Sing, Nevensha
Titel	Teaching Large Classes in an Increasingly Internationalising Higher Education Environment: Pedagogical, Quality and Equity Issues
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 67 (2014) 6, S.761-782 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-013-9710-0
Schlagwörter	Class Size; Large Group Instruction; Educational Quality; Student Mobility; Teaching Methods; Language of Instruction; International Education; Student Diversity; Student Participation; Learner Engagement; Cultural Awareness; Student Attitudes; Academic Achievement; Online Courses; Open Universities; Student Evaluation; Evaluation Methods; Higher Education; Equal Education + Suchen Sie Ihr Suchwort? Klassengröße; Quality of education; Bildungsqualität; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Internationale Erziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cultural identity; Kulturelle Identität; Schülerverhalten; Schulleistung; Online course; Online-Kurs; Offene Universität; Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Marketisation, increased student mobility, the massification of Higher Education (HE) and stagnating staff numbers in universities have combined to cause a ripple effect of change both in the demography and size of university classes across the world. This has implications for the quality and equity of learning and the need to examine and to transform pedagogical practices. Despite the growing attention of literature on teaching large classes, there is a scarcity of research addressing the twin issues of large classes in an increasingly internationalised context. This paper seeks to contribute towards filling this gap. The paper provides a theoretical exploration of the causes of such classes in HE, reviews the empirical evidence against large class teaching and examines the difficulties associated with teaching demographically diverse classes in HE. The paper identifies eight pedagogical strategies to address the issues of class size and diversity, which relate to increasing student participation and engagement; increasing curricula access and the language of instruction; increasing staff intercultural understanding; increasing opportunities for deep learning for all; on-going monitoring of student satisfaction; increasing opportunities to achieve; diversification of assessment; and the merit of Massive Open Online Courses (MOOCS). It calls for new research on global learning cultures; reviews of global assessment and promising pedagogical practices and processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10