Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

Abstract

Large-group activities has increased in higher education since year 2000. Research focused on the possibility to have positive effects on students' learning, regardless the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarizes the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of seventy-eight articles met the inclusion criteria and were selected for a thematic analysis. These studies came from a wide range of disciplines, type of institutions and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student-teacher and student-student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students' motivation and commitment, (5) and the use of online teaching resources. The discussion is centered on the conditions by which largegroup activities can be effective learning strategies in terms of student's achievement of learning outcomes.

Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry

“…The solutions to the problems were discussed and misconceptions were identified. Feedback is a known affordance of face-to-face settings and with the help of trained peer learners can be implemented in large classes (Jerez et al, 2021). In the online system, limited feedback was available to the students while working on a problem in the form of correct/incorrect indicators, but the full feedback was not immediate.…”

Massification at Higher Education Institutions; Challenges Associated With Teaching Large Classes and How It Impacts the Quality of Teaching and Learning

“…Instead, lecturers should incorporate active learning strategies such as group work, peer instruction, and problem-based learning. Active teaching and learning methods can be defined as strategies that promote the participation of students in a way that encourages them to perform tasks and activities towards their learning process, instead of the traditional passive experience (Jerez et al, 2021). Furthermore, to ensure that teaching and learning are more active in large classes, lecturers can include brainstorming, short writing activities, class discussion, formative quizzes, debates, and student presentations (Mulryan-Kyne 2010).…”

“…This can be in the form of online discussion forums, online classes using Zoom or Microsoft teams platforms, video conferencing, and automated assessment grading systems. The use of online teaching resources is considered as an important aid that help solving the challenges of large-group activities, through the involvement of other learners and the readily available electronic resources inside and outside the classroom (Jerez et al, 2021). Kerr (2011) concurs and recommends that lecturers need to keep abreast of advances in pedagogical approaches and new technologies to better their large class teaching experience.…”

“…Lecturers should apply teaching styles that promote participation, provide timely individual student feedback, and create a sense of community in the class. Lecturers should incorporate more interactive teaching methods, such as group work discussions, peer instruction, and technology-assisted learning, to improve student engagement, performance and quality of teaching and learning (Jerez et al, 2021).…”

Interaction Analysis in Online Learning Communities: The Student Leader

“…On the other hand, many studies in the literature explored the predictors of academic success in web-based courses. A review of 78 studies on the conditions that determine the effectiveness of large-group learning activities in higher education showed the following: (1) student-teacher and student-student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students' motivation and commitment, and (5) the use of online teaching resources (Jerez, Orsini, Ortiz & Hasbun, 2021). Another study with one hundred forty students in 19 online courses showed that both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation which in turn predicted students' self-reported engagement, achievement, and satisfaction.…”