Presents the results of introducing cooperative learning tutorials into large first-year physics classes at the University of Sydney. Finds that students attending more than half the total number of tutorials scored significantly better than those attending less than half. Student reaction to the tutorials was generally positive. Contains 31…

Collaboration between a public affairs faculty member and an instructional developer resulted in design of a learner-centered large lecture course. Evaluation after three years revealed which elements of the course format generated the most student interest and, in some cases, changed attitudes about learning in college. Suggestions are made for…

Word boxes and word sorts are two phonic approaches that help children make connections between sound and print by gaining an awareness of the phonological and orthographic features of words. This article provides step-by-step procedures for using these approaches in small-group and whole-class settings. The use of peer tutors is discussed.…

This paper draws on observation data from 54 teaching episodes in Year 2 and Year 6 whole-class teaching. It describes the findings of the analysis and illustrates how "interactive", whole-class teaching is characterised by questions requiring predetermined answers. Speculative questions, which invite opinions, hypotheses and imaginings,…

This paper outlines the architecture for an online assessment management system implemented at the University of Southern Queensland. The system assists teams of academics in the management and marking of electronically submitted student assignments in large-scale classes. The system designed to provide a flexible yet structured method for…

The attitudes and behaviour of 1040 pupils aged 12-14 years have been measured at the beginning and end of the school year with a battery of attitude, motivation and personality tests in an investigation of the differential effects of group work compared to whole-class learning. A total of 44 secondary teachers of English, mathematics and science…

This book presents an exchange of ideas for improving classroom performance, compiled by faculty from Indiana University. The idea for "Quick Hits" originated at an annual retreat of FACET (Faculty Colloquium on Excellence in Teaching), when FACET inductees were invited to explain their favorite teaching strategies to other participants in 3 to 5…

A study of large group language instruction in Nigeria draws on experiences of 33 teachers providing remedial English second language instruction in Nigerian universities. The report presents: teacher experiences and perceptions of class size (often over 100); a questionnaire used to investigate practices in and attitudes toward large classes;…

The inclusion of talk, written language, and body language are critically important in primary classrooms. Although reading and writing may be regarded as cognitive activities, they are embedded in a social/cultural milieu, and the practice of mechanical decoding as a necessary precedent to real reading is not pedagogically sound. A whole class…

A literature search and survey of 259 Ohio State University faculty addressed advantages and disadvantages of large enrollment classes as well as factors in deciding appropriate class size. Results of both efforts found that the advantages of large classes included lowering of instructor costs, efficient use of faculty time and faculty talent,…

This project sought to explore the educational potential of three models of a University of Indiana computer conferencing technology in facilitating collaborative learning and enhancing social interaction in instructional contexts that provide limited face-to-face contact among the students. The study examined each of the three models of computer…

This practical reference guide for college faculty who teach large classes is presented, based on a workshop on improving teaching and learning in large classes. The workshop involved weekly meetings for the academic year, 1981-82, at Colorado State University. The following problems of teaching and learning in large classes were identified: (1)…

A survey of 113 college and university second language teachers in Japan, Nigeria, and other African countries gathered information on attitudes toward and concerns about teaching large classes. Responses to one question, "Large classes make it difficult to do what I would like to because...," were categorized into three groups:…

Though lecturing reflects the outmoded view that communication consists of action rather than transaction, large lecture classes are a reality that must be engaged. An interpersonal communication course can be adapted to the lecture hall and need not include the traditional lecture as the only teaching method. Students should be allowed to…

This booklet is the first of four sequels to the guide "Educational Objectives" that discuss the selection and use of instructional methods. Following a brief introduction, the systems approach to course or curriculum design is reviewed, and the selection of appropriate instructional methods is described as the second key step in the course or…