Professor Graham Gibbs, who I worked with whilst working on the FASTECH project at Winchester – writing a series of pieces for Times Higher Education – this one on class sizes – worth reading:
Average school class sizes are used in international league tables as indicators of national commitment to education. And school classes of a similar size to those in UK higher education are rarely found outside developing countries.
The effects of class size are greatest for younger pupils and are least, but still substantial, for those aged 18 or over. Studies of what goes on in higher education discussion classes as they get bigger still reveal a predictable pattern of fewer students saying anything, and the little they do say being at a lower cognitive level (checking facts, for example, rather than discussing ideas).
Students in larger classes have been found to take a surface approach (attempting to memorise) to a greater extent and a deep approach (attempting to make sense) to a lesser extent. Higher education students judge teaching to be less good in large classes – even those led by teachers who gain good ratings when they teach smaller classes. So if managers hope to improve National Student Survey scores by rationalising course provision, they have their work cut out.
Read full article. Makes me think about the increased personalisation expected in education – and technology – often touted as enabling larger numbers, but actually allowing greater personalisation! I’m looking forward to reading more, as the situation is clearly not hopeless.
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