The Argument for Making Large Classes Seem Small

Cooper, James L.; Robinson, Pamela

doi:10.1002/tl.8101

Cited by 144 publications

(126 citation statements)

References 22 publications

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“…By dividing the class into small group and involving each member in a certain task which is relevant to her needs, I manage to create a highly competitive setting with less or almost no disturbance. In this regard, Cooper and Robinson (2000) found that small-group work can "contribute to effective teaching and learning by promoting cognitive elaboration, enhancing critical thinking, providing feedback, promoting social and emotional development, appreciating diversity and reducing student attrition" (p. 181).…”

Section: Small Group Not the Whole Classmentioning

confidence: 99%

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

Bahanshal¹

2013

ELT

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The effect of class size on teaching and learning English as a foreign language (EFL) has been through a contentious debate among researchers for a long time. Before the 1950's the concern about the effect of class size and the learning outcomes of students in such classes waned for some time. Yet, researchers have reconsidered the case once again and up to now it is a field of investigation. Therefore, through reviewing the existing literature on this area and examples culled from the teachers' experience, the aim of the present study are twofold:(1) to ascertain the impact of large classes on the teaching and learning outcomes, and (2) to suggest appropriate strategies Saudi secondary teachers can utilize in their large classes to facilitate English teaching and learning. To reach the aim of this study, six Saudi English teachers from two public schools were interviewed to express their perceptions about teaching in large classes. Research results present that all participants find it daunting to teach large classes. Teachers also comment that despite their efforts to elevate the level of language learning in such context, the outcome of their students is considered to be unsatisfactory. They believe that this can be contributed to the fact that there are big numbers of students in one class and wish for the number to be reduced. The study findings shed the light on some useful and effective methods to be applied in large classes which may facilitate the language teaching and learning.

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Section: Small Group Not the Whole Classmentioning

confidence: 99%

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

Bahanshal¹

2013

ELT

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“…Traditional teaching methods are common in delivery of science, technology, engineering, and mathematics (STEM) subjects, where little active student participation is observed [1]. Active participation, such as answering questions or problem solving, often leads to more effective learning when compared with instructor-led lectures [2].…”

Section: Introductionmentioning

confidence: 99%

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Ponikwer

Patel

2018

Anal Bioanal Chem

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“…Although both of them assign various group roles, collaborative learning could have fewer roles assigned. Thus, cooperative learning is generally more structurally defined than collaborative learning (Cooper & Robinson, 2002;.…”

Section: Introductionmentioning

confidence: 99%

Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?

Panhwar¹,

Gopang²,

Chachar³

et al. 2017

IJEL

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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.

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The Argument for Making Large Classes Seem Small

Abstract: In undergraduate settings, one constellation of strategies for creating student engagement and increasing student learning involves small-group inquiry and reflection.

Cited by 144 publications

References 22 publications

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?

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