**Large Courses at Universities: Criteria for Teacher Action Action**

**Large Courses at Universities: Criteria for Teacher** 

DOI: 10.5772/intechopen.72674

Oscar M. Jerez, Catalina A. Ortiz, Marcos S. Rojas and César A. Orsini César A. Orsini Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

Oscar M. Jerez, Catalina A. Ortiz, Marcos S. Rojas and

http://dx.doi.org/10.5772/intechopen.72674

#### **Abstract**

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Large courses represent the vast majority of learning activities in higher education institutions around the world, where classrooms are crowded with students and teachers make their best efforts trying to accomplish the learning objectives. This educational context, along with the increased access to higher education in the past decade, has generated demands on the teaching-learning process. Consequently, research in the topic is needed to elucidate guidelines to improve university instruction. Recent initial findings of the research project "What do the best university teachers do in large courses? A multi-case study" report five crucial aspects to consider when planning a successful large group activity: student-teacher interaction, active learning strategies, classroom management, students' motivation and commitment, and effective use of technology. Also, it has been concluded that there are five criteria that the best university teachers frequently use in their classes: ubiquitous interaction between student-teacher-student, the dynamic decision-making based on student learning achievement, use of examples originated from reality, promotion in the generation of networks of collaboration, and promotion of participation of students during class. To overcome the challenge of large courses, future research and innovations in large learning activities should be undertaken to evaluate their impact on students' learning.

**Keywords:** large course, university, higher education, teacher action, effectiveness, learning

#### **1. Introduction**

In recent decades, the number of students in higher education has increased significantly worldwide, especially in developing regions like Latin America and the Caribbean, where enrollment in tertiary education has increased from 2230 per 100,000 population in the year

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2000 to 3428 in 2013, representing an approximate 50% increment [1]. This expansion in university access has generated new demands on the teaching-learning process, such as:

In this context, this chapter offers a systematization of available evidence on the subject and the initial findings of the research project entitled "What do the best university teachers do in large courses? A multi-case study" sponsored by the Chilean National Fund for Scientific and Technological Development (FONDECYT). The objective of this 3-year project is the inquiry into teaching practices and their implications in the teaching and learning processes of those teachers recognized for their excellence in large courses throughout the country. Also, the advances related to the identification of those possible criteria for action for the teaching practice would facilitate the effectiveness of large courses, conclusions, and final reflections.

Large Courses at Universities: Criteria for Teacher Action http://dx.doi.org/10.5772/intechopen.72674 161

The previous research has shown five crucial aspects to consider when planning successful large group learning activities [11], which have been related to positive learning outcomes. In a didactic way, they have been divided in order to assure better comprehension, but it is important to point out that they are intrinsically related. he factors identified are student-teacher and student-student interaction, implementation of active learning strategies, classroom management, students' motivation and commitment, and the effective use of infor-

One of the main disadvantages that strike when thinking about large group activities is the apparent loss of the one-to-one interaction between teachers and students. This situation is particularly relevant when giving feedback to students, which could affect the perception about the effectiveness of the educational process. However, despite the fact that personalized feedback might seem extremely difficult to accomplish, there is another way to preserve an appropriate communication between students and teachers, which is through frequent formative assessments that allow the educator to evaluate student's learning [13]. In this sense, the teacher gets a general approach about the student's strength and difficulties regarding the learning process, in a more effective and efficient way than the traditional approach centered in answering particular questions at the end of the class [14], enhancing the communication and interactions between the educator and its class. The interaction between students should be understood as a creative instance [15] that boosts the learning experience empowering them in the process of knowledge acquisition. In the same vein, technology allows easier interactions between students via communities of learners [16], safe spaces for discussion, and support between peers [17]. This is relevant since the involvement of the students in their own educational process has been related with an increase in motivation and engagement that has a positive impact in the large lecture theater [18].

Traditional lectures are often a passive experience for students; on the contrary, methods that promote active participation of students are known to boost the learning process [19]. Active learning has been defined from different perspectives and areas of knowledge [20]. However, beyond the particularities and differences among each approach, there is a consensus to

**2. Conceptual framework**

**2.2. Active learning**

mation and communications technology (ICTs).

**2.1. Student-teacher and student-student interaction**


The greater number of students per class is a relevant challenge not only at the methodological level [2–4] but also relates to the economic sustainability of educational projects and to having a sufficient number of teachers to adequately serve the student population [5]. Therefore, this subject is a great opportunity to produce evidence and try to rethink the large courses that are present in almost all disciplines and institutions in the world.

Courses with large numbers of students attending all together in large auditoriums are indeed a widely known format in higher education, but when is it a course considered to be large? Some authors label courses as large when there are between 300 and 1000 students [6, 7]. For others, however, it is not about the number of students, but about the teacher's inability to make prolonged eye contact with their students over a standard 50-minute period [8]. This last definition is the one we will use throughout this chapter to refer to a large course.

Although the theme of larger classes is not new in the literature, the subject has been involved in constant controversies, especially those related to their relevance and effectiveness on student learning [9]. This criticism was generally concentrated before the emergence of technology and the Internet—especially mobile—in the daily lives of people, around the year 2010 [10]. Recently, the challenge of developing students' competencies has put the issue back on the table. However, recent educational research has undergone a change of axis in relation to the assessment, viability, and effectiveness of teachers in large courses [11]. This is due to fundamental elements. On the one hand, due to the irruption of the Internet in the day-to-day and in the training environment, mobile devices and applications are part of the teaching action, thanks to its coverage, accessibility, and simplicity in its implementation [12]. On the other hand, due to a greater appreciation of teaching and the need to improve its effectiveness on the vast majority of students.

In this context, this chapter offers a systematization of available evidence on the subject and the initial findings of the research project entitled "What do the best university teachers do in large courses? A multi-case study" sponsored by the Chilean National Fund for Scientific and Technological Development (FONDECYT). The objective of this 3-year project is the inquiry into teaching practices and their implications in the teaching and learning processes of those teachers recognized for their excellence in large courses throughout the country. Also, the advances related to the identification of those possible criteria for action for the teaching practice would facilitate the effectiveness of large courses, conclusions, and final reflections.
