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Download full textBettinger, Eric; Doss, Christopher; Loeb, Susanna; Taylor, Eric – Stanford Center for Education Policy Analysis, 2015
Class size is a first-order consideration in the study of education production and education costs. How larger or smaller classes affect student outcomes is especially relevant to the growth and design of online classes. We study a field experiment in which college students were quasi-randomly assigned to either a large or a small class. All…
Descriptors: Class Size, College Students, Small Classes, Online Courses
Singer-Freeman, Karen; Bastone, Linda – National Institute for Learning Outcomes Assessment, 2016
Many students begin their college experience enrolled in large introductory classes. These classes are likely to enroll students who are at risk of leaving college without a degree. As such, these classes have the potential to reach at-risk students including first-year, first-generation, undeclared, and underrepresented minority (URM) students.…
Descriptors: Small Classes, Class Size, Large Group Instruction, Evidence Based Practice
Direct linkGleason, Jim – College Teaching, 2012
The implementation of online texts, videos, homework, and tests has changed the process of instruction in introductory college mathematics courses. With this change, more of the students' learning takes place outside of the traditional college classroom and in places such as tutoring centers and dorm rooms. A combination of chi-square tests--for…
Descriptors: Learner Engagement, College Students, Class Size, College Mathematics
Deeley, Susan J. – Active Learning in Higher Education, 2010
Service-learning is a form of experiential learning that combines academic coursework with voluntary service in the community. There is a dearth of critical analysis of the effects of service-learning. To address this issue, this practitioner research aimed to explore and understand its effects. An inductive approach, using qualitative and…
Descriptors: Grounded Theory, Focus Groups, Experiential Learning, Comparative Analysis
Peer reviewedMaxwell, Nan L.; Lopus, Jane S. – Educational Evaluation and Policy Analysis, 1995
Using university cost data and student data from 176 members of university economics classes, this study finds that substantial monetary savings are realized by offering large classes, although their students have a 38% decreased probability of enrolling in future economics classes. Money savings may translate into enrollment losses. (SLD)
Descriptors: Class Size, College Students, Cost Effectiveness, Economics
Stones, E. – Educ Rev, 1969
Descriptors: Class Size, College Faculty, College Students, Educational Research
Peer reviewedRaimondo, Henry J.; And Others – Journal of Economic Education, 1990
Examines whether class size in the introductory-level economics course affects subsequent performance in intermediate-level economics courses. Studies University of Massachusetts (Boston) students who are allowed to choose large or small lecture classes. Finds that students enrolled in large sections received lower grades in subsequent…
Descriptors: Academic Achievement, Class Size, College Students, Conventional Instruction
Overall, Jesse U.; And Others – 1977
The relationship between class size and students' evaluations was examined in two experiments conducted at a public and a private university. Results indicated that the relationship between course enrollment and students' evaluations--with the exception of the quality of Group Interaction factor score--tended to be small, with both very small and…
Descriptors: Class Size, Classes (Groups of Students), College Students, Course Evaluation
