**Author details**

Oscar M. Jerez<sup>1</sup> \*, Catalina A. Ortiz1,2,3, Marcos S. Rojas1,2,3 and César A. Orsini1,4

\*Address all correspondence to: ojerez@fen.uchile.cl

1 Faculty of Economics and Business, Teaching and Learning Centre, University of Chile, Santiago, Chile

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[11] Jerez O, Orsini C, Ortiz C. Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education. Manuscript

[12] Dollman J. A new peer instruction method for teaching practical skills in the health sciences: An evaluation of the "Learning Trail". Advances in Health Sciences Education.

[13] Nelson J, Robison DF, Bell JD, Bradshaw WS. Cloning the professor, an alternative to

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[15] Clarence S, Albertus L, Mwambene L. Building an evolving method and materials for teaching legal writing in large classes. Higher Education. 2013;**67**(6):839-851

[16] Denker KJ. Student response systems and facilitating the large lecture basic communication course: Assessing engagement and learning. Communication Teacher. 2013;**27**(1):50

[17] Yang F, Wang M, Shen R, Han P. Community-organizing agent: An artificial intelligent system for building learning communities among large numbers of learners. Computers

[18] Arvanitakis J. Massification and the large lecture theatre: From panic to excitement.

[19] Bonwell CC, Eison JA. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington: George Washington University; 1991

[20] Jerez O. Aprendizaje activo, diversidad e inclusión. Enfoque, metodologías y recomendaciones para su implementación. Santiago, Chile: Universidad de Chile; 2014. ISBN:

[21] Cooper JL, Robinson P. The argument for making large classes seem small. New Directions for Teaching and Learning. 2000;**2000**(81):5-16. DOI: 10.1002/tl.8101

[22] Hejmadi MV. Improving the effectiveness and efficiency of teaching large classes: Development and evaluation of a novel e-resource in cancer biology. Bioscience

[23] Stanger-Hall KF, Lang S, Maas M. Facilitating learning in large lecture classes: Testing the 'teaching team' approach to peer learning. CBE Life Sciences Education. 2010;**9**(4):489-503.

[24] Alcaide XM. Métodos de Diálogo con Grandes Grupos. Herramientas para afrontar la complejidad. Large Group Methods: Tools for Dealing with Complexity. 2015;**51**:186-

Aprendizajes de los Estudiantes. Revista CIDUI. 2016 ISSN: 2385-6203

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ineffective teaching in a large course. Education. 2009;**8**(3):252-263

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submitted for publication. Forthcoming

and Education. 2007;**49**(2):131-147

978-956-19-0888-8

DOI: 10.1187/cbe.09-12-0093

197. DOI: 10.7440/res51.2015.14

Higher Education. 2014;**67**(6):735-745

Education. 2007;**9**(1):1-12. DOI: 10.3108/beej.9.2

2 Faculty of Medicine, University of Chile, Santiago, Chile

3 Teacher Assistant Program, Faculty of Medicine, University of Chile, Santiago, Chile

4 Faculty of Dentistry, University of The Andes, Santiago, Chile
