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. …

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