Class size and student performance: 1984–94

Gibbs, Graham; Lucas, Lisa; Simonite, Vanessa

doi:10.1080/03075079612331381201

Cited by 73 publications

(60 citation statements)

References 12 publications

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“…In terms of desirable instruction characteristics such as interactivity with the learning material, interaction with a lecturer and co-students, or opportunities for self-regulated learning, lectures are a poor learning environment, especially when they are in the form of lectures with large numbers of participants (Gibbs et al 1996 -they investigated courses with 100 to 225 participants; see also . Despite these disadvantages, some researchers have a more positive view of lectures.…”

Section: Learning and Achievement In Face-to-face Lectures And With Lmentioning

confidence: 99%

“…The low attendance rates in the present survey suggest a decrease in lecture attendance when podcasts are introduced. Attendance rate, however, may be influenced by different factors, such as characteristics and/or attitudes of the individual students (Gibbs et al 1996) as well as course characteristics (e.g., the availability of additional material; Hove and Corcoran 2008;Traphagan et al 2010), or cultures of learning in a university or even in an educational system (Schulmeister 2015).…”

Section: Focus On Podcasts Neglect Of Face-to-face Lecturesmentioning

confidence: 99%

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Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

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Section: Learning and Achievement In Face-to-face Lectures And With Lmentioning

confidence: 99%

Section: Focus On Podcasts Neglect Of Face-to-face Lecturesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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“…Gibbs et al [26] studied the effects of class size on performance. They point out that while class sizes have increased, student performance in terms of degree classification has actually improved over the system as a whole, leaving politicians and some senior management to argue that the effects of large classes and resource problems can be overcome.…”

Section: Teaching and Learning Experiencesmentioning

confidence: 99%

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

Pokorny

2005

International Journal of Mathematical Education in Science and

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The UK government's widening participation strategy, and the concomitant development of a mass higher education system, has imposed a variety of pressures on higher education institutions. Not least of these is the changing nature of the student population, and the assumptions that can be made about its skills and knowledge base. It should not be surprising that this rapid expansion of the higher education system has resulted in declining student progression and retention rates. This paper takes a case study approach and attempts to identify the range of factors that might explain the variability of student performance on a first year undergraduate introductory statistics module. The paper concludes that there are no simple predictors of success or failure. However, there is evidence to suggest that any innovations in delivery need to take account of individual student development and that the presumption that students can rapidly become independent learners upon initial entry to higher education is an unrealistic one.

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“…A few students (6 per cent) did, however, report severe sound problems, perhaps associated with their location in the lecture hall. Gibbs et al (1996) suggest that crowded lecture theatres are not effective environments for (Hartley, 1997). However, the lecture part of the mass conference was very well reviewed.…”

Section: Research Findingsmentioning

confidence: 99%