The small but developing literature on weblogging underscores its potential as an effective learning resource for use in higher education. This paper contributes to these discussions through an initial case study of the authors' experience with the on going development of an educational blogging resource for use in a large cohort, undergraduate…

This paper describes an exploration of an inquiry-based learning approach undertaken with a group of first-year students in a large undergraduate class. An innovative technology support was used to manage the process and an exploration was undertaken to determine students' responses to learning based on problem-solving activities. The study…

Reported is a study of the feasibility and effectiveness of specialist and classroom teachers utilizing large-group instructional techniques in teaching selected science concepts to elementary school children. The experimental population consisted of 498 pupils (grades 1-6), in an elementary school which was designed and organized for team…

An experiment was performed in a two semester introductory college physics course for non-science majors. The goal of the experiment was to determine the extent to which computer-assisted instruction (CAI) and knowledge of group dynamics can overcome the serious instructional problems of large introductory lecture courses. Students were divided…

Some of the special challenges associated with evaluation and grading in the large class are discussed. Suggestions for evaluation methods include seeking clarity, reducing the stress of test administration, giving feedback, guarding against errors in record keeping, and returning exams efficiently and with respect. (MLW)

Describes a large-group simulation, titled "Lump Sum," to demonstrate decision-making processes in multicultural groups. Simulation directions, results, and supporting publications are presented. (Author)

The classroom model Suvag Lingua is intended for collective phonetic correction rather than individual. (DD)

Compared relative efficiency of anxiety management training (AMT) in large group to AMT in small groups and to a wait-list control. Immediately after treatment, small group AMT participants reported significantly less general anxiety than controls. Seven-week follow-up revealed maintenance of this reduction of general anxiety.

Greater learner satisfaction with program, instructor, and self-performance within the program is fostered by a cooperative learning structure rather than by an individualistic structure, as shown by this study. The use of appropriate cooperative learning structures within continuing education programs is suggested. (Author/GSK)

Discusses the logistics and pedagogical approach of a cell biology course devised at Emory University in Atlanta, GA for a class containing as many as 100 students. An important component of this course is the division of each class session into halves to allow for a 30-minute small-group presentation on a current research article. (AIM)

Explains pros and cons of whole-group instruction and ability grouping, based on research evidence. Whole-group instruction is convenient for teaching the same skills or subject to a class, making assignments, administering tests, setting group expectations, and making announcements. Critics contend that whole-group instruction fails to meet…

Recent British discussion paper raises issue of how children should be organized for teaching in primary classrooms. Although contrasting relative strengths and limitations of whole class and group organization, paper fails to show how teacher should move from one form of classroom organization to another. Article reviews different classroom…

Presents an alternative approach for using basal readers in the reading program, based on flexible grouping and large group instruction with small group follow-up. (SR)

Four methods for large group instruction differ in control and coordination dimensions: (1) centralization with mutual adjustment; (2) centralization with standardization; (3) decentralization with standardization; and (4) decentralization with mutual adjustment. Other factors to consider include class size and interests of various constituencies:…

These proceedings contain the papers of the International Conference e-Learning 2015, which was organised by the International Association for Development of the Information and Society and is part of the Multi Conference on Computer Science and Information Systems (Las Palmas de Gran Canaria, Spain, July 21-24, 2015). The e-Learning 2015…