Adapting Traditions: Teaching Research Methods in a Large Class Setting

Crull, Sue R.; Collins, Susan M.

doi:10.1177/0092055x0403200206

Cited by 24 publications

(33 citation statements)

References 7 publications

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“…It appears that large classes are here to stay due to the rising enrollment during the past decade and the declining funds for over-built large colleges and universities in recent years [1]. University administrators find large classes economically advantageous [2]; however, many schools face the dilemma of large-class teaching for English majors. For instance, a foreign language school in a university only has 105 students in four classes five years ago, but it increased up to 230 students in eight classes recent years.…”

Section: Introductionmentioning

confidence: 99%

A Study on Large-Class Teaching Strategies in Listening for English Major on Web-Based Autonomous Learning

Huang¹

2016

Proceedings of the 2015 2nd International Conference on Education, Language, Art and Intercultural Communication

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Abstract-The effectiveness of teaching university students in large-class has been debated since 1924. In China, the popularity of higher education in 1999 makes overwhelming rise to school-age youth to enter universities; hence, large-class teaching even has become an important form of curriculum for English major. However, previous research literature reveals that the main mode of large-class teaching is giving lectures and doing interactive teaching in writing and some selected or optional courses, but less in discussing in teaching of listening. Listening is a skill course. How to guarantee the teaching quality and students' interest in learning the skill in a large class; how to consciously improve students' autonomous learning, and the professional listening class teaching on webbased autonomous learning strategy give many inspirations. This paper analyzes two different classes (CA and CB) with different teaching methods and strategies via questionnaire survey. We found out in large class web-based autonomous listening teaching, correctly and properly applied learning strategies will greatly achieve listening performance, develop and cultivate students listening abilities. It also explores the feasibility and effectiveness of a large-class in teaching listening based on web-based autonomous instruction.

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Section: Introductionmentioning

confidence: 99%

A Study on Large-Class Teaching Strategies in Listening for English Major on Web-Based Autonomous Learning

Huang¹

2016

Proceedings of the 2015 2nd International Conference on Education, Language, Art and Intercultural Communication

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“…An impact of the increased student enrollment growth is class size especially in mandated courses (Crull and Collins 2004). Large class sizes allow colleges and universities to keep up with the student numbers.…”

Section: Introductionmentioning

confidence: 99%

“…Research methods courses are a staple and essential requirement of many undergraduate programs in the social sciences (Crull and Collins 2004;Taylor, Anderson, and McConnell 2003) with well known pedagogical challenges. Primarily, the predicament is making the research methods curriculum interesting to students (Benson and Blackman 2003).…”

Section: Introductionmentioning

confidence: 99%

“…However, research suggests that teaching large sections of research methods courses can be effective when they incorporate active learning techniques (Crull and Collins 2004). Historically, research methods and statistics courses can cause much anxiety among students.…”

Section: Introductionmentioning

confidence: 99%

“…Such an approach provides an opportunity to construct knowledge, teach, and critically evaluate processes (Matthews 1996) or essentially create a problembased learning atmosphere to reduce anxiety and increase awareness of the material. Additionally, the hybrid model helps departments address capacity issues as well as attend to unique learning challenges of students in research methods (Crull and Collins 2004). But the question remains, how effective is a hybrid approach among social science research methods courses?…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format

Gordon¹,

Barnes²,

Martin³

2009

Journal of Criminal Justice Education

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The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.

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