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Characteristics of e-learning environments used to support large units.

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Characteristics of e-learning environments used to support large units.

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Goldsworthy, K., & Rankine, L. (2009). "Identifying the characteristics of e-learning environments used to support large units." Proceedings ascilite Auckland 2009

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Greyling, F., Kara, M., Makka, A., & van Niekerk, S. (2008).“IT Worked for Us: Online Strategies to Facilitate Learning inLarge (Undergraduate) Classes”. The Electronic Journal E-Learning, 6.3, 179-188

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Higher education institutions are compelled to accommodate growing class sizes as student numbers have increased over time, especially at undergraduate level. Good teaching principles are relevant to all class sizes. For example, teachers of all classes are required to create safe learning environments, motivate and engage students, interact with students, provide stimulating assessment tasks and give prompt feedback. However, meeting these requirements in the context of large classes is more challenging. As a result, traditional large class teaching methods are often characterised by the passive absorption of material, which is not ideal. What constitutes a large class? Class sizes of 60 or more have been considered large. In this paper, we report on online teaching, learning and assessment strategies for classes made up of approximately 600 first year students in Business Management 1 offered at the University of Johannesburg, South Africa. The purpose of this ongoing research project is to integrate educational technologies in the classroom and study the impact of these classroom changes on the students' learning experience. The programme, which blends face‑to‑face teaching, paper‑based teaching materials and online learning by means of WebCTBlackboard tools, is now in its second cycle of implementation. This teaching strategy aims at greater lecturer‑student interaction, engaging students with the course materials on a regular basis and eliciting feedback from students, which is used to re‑teach concepts that the students find particularly difficult. The blended learning strategy resulted in enhanced student perceptions of the quality of teaching and learning, and a significant improvement in student throughput. The findings and recommendations reported in the paper are based on student feedback, gleaned through online surveys, online artefacts created by students and lecturers' classroom experiences. Although the authors report on online teaching, learning and assessment practices that proved to be effective in large classes, many conclusions may be of relevance to smaller classes.

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Higher education institutions are compelled to accommodate growing class sizes as student numbers have increased over time, especially at undergraduate level. Good teaching principles are relevant to all class sizes. For example, teachers of all classes are required to create safe learning environments, motivate and engage students, interact with students, provide stimulating assessment tasks and give prompt feedback.

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COFA Online, The University of New South Wales (UNSW), Sydney, Australia. 

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COFA Online, The University of New South Wales (UNSW), Sydney, Australia. 

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Academic unit responsible for the development and management of a wide range of fully online and blended undergraduate and postgraduate courses in art and design disciplines at the College of Fine Arts (COFA), UNSW

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On-line form used for survey

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Please answer all questions. Data collected will be research purposes ONLY. Individual data will not be shared in any way.

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Using online environments for teaching large classes - Case study

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Using online environments for teaching large classes - Case study

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From COFA Online The University of New South Wales

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Using online environments for teaching large classes - Case study

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What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey. Download the supporting PDF file for this episode http://bit.ly/lMjbGt from the Learning to Teach Online project website. When teaching larger classes, an online environment can provide many opportunities for increased student engagement, group work and self testing.

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LMS in Universiti Malasysia Sabah (until 2010)

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LMS in Universiti Malasysia Sabah (until 2010)

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Choon Keong, Tan  and Abdullah, Salfarah (2010)
E-pembelajaran@ums. In: E-pembelajaran Di Ipta Malaysia. Edisi Pertama . Kementerian Pengajian Tinggi, Malaysia.

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In Pdf Format