The purpose of this research was to identify the difficulties and reveal the English teacher's strategies in managing a large class. This research was conducted at SMK Karya Teknologi 01 Jatilawang. This research used descriptive... more
The purpose of this research was to identify the difficulties and reveal the English teacher's strategies in managing a large class. This research was conducted at SMK Karya Teknologi 01 Jatilawang. This research used descriptive qualitative approach, and the major instruments used were interview and observation. There was one English teacher that was being involved as participant in this research. Based on the result of the study, there were three difficulties faced by the English teacher in managing large classes. They are grouping the students, using English in large classes, and making students active. The strategies used by the English teacher in managing large classes are: Arranging the students' seat position, grouping the students, using the media, controling the students, using humor, interacting , managing the time, giving prohibition, telling the story and singing, and giving penalty.
This case illustrates how different approaches to engaging students and collaborative learning can be integrated within an active learning approach when teaching a large research methodology class. It addresses the challenges of how to... more
This case illustrates how different approaches to engaging students and collaborative learning can be integrated within an active learning approach when teaching a large research methodology class. It addresses the challenges of how to better enable students' learning and prepare them for their dissertation, offering suggestions for activities and the management of learning.
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through... more
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group work, notional time, peer correction and self-editing to improve assessment.
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom... more
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected... more
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group ...
The purpose of this research was to identify the difficulties and reveal the English teacher's strategies in managing a large class. This research was conducted at SMK Karya Teknologi 01 Jatilawang. This research used descriptive... more
The purpose of this research was to identify the difficulties and reveal the English teacher's strategies in managing a large class. This research was conducted at SMK Karya Teknologi 01 Jatilawang. This research used descriptive qualitative approach, and the major instruments used were interview and observation. There was one English teacher that was being involved as participant in this research. Based on the result of the study, there were three difficulties faced by the English teacher in managing large classes. They are grouping the students, using English in large classes, and making students active. The strategies used by the English teacher in managing large classes are: Arranging the students' seat position, grouping the students, using the media, controling the students, using humor, interacting , managing the time, giving prohibition, telling the story and singing, and giving penalty.
A bring-your-own-laptop high-stakes open-book final examination for a General Biology course with an enrolment of 672 students was held in November 2013 at the National University of Singapore. Pre- and post-exam online surveys were... more
A bring-your-own-laptop high-stakes open-book final examination for a General Biology course with an enrolment of 672 students was held in November 2013 at the National University of Singapore. Pre- and post-exam online surveys were conducted to solicit the perceptions of the students with regards to the introduction of a bring-your-own-device open-book electronic final examination. Focus group discussions were also held to deliberate on the perceptions in greater detail. Both the surveys and discussions revealed several key areas of satisfaction and also areas for improvement, which will be explicated in this paper. The implementation and limitations of the exam will also be discussed.
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected... more
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group ...
Today’s employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory... more
Today’s employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory courses. The advent of YouTube, inexpensive video cameras, and easy-to-use video editors provides opportunities to increase students’ skill levels in these areas. In this article I explain the assignment of producing a public service announcement that integrates research, collaborative learning, and creativity into an introductory survey course; and I discuss the support necessary for students’ success. Their products demonstrate increased levels of media literacy, creativity, and critical thinking skills.
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom... more
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms..
A bring-your-own-laptop high-stakes open-book final examination for a General Biology course with an enrolment of 672 students was held in November 2013 at the National University of Singapore. Preand post-exam online surveys were... more
A bring-your-own-laptop high-stakes open-book final examination for a General Biology course with an enrolment of 672 students was held in November 2013 at the National University of Singapore. Preand post-exam online surveys were conducted to solicit the perceptions of the students with regards to the introduction of a bring-your-own-device open-book electronic final examination. Focus group discussions were also held to deliberate on the perceptions in greater detail. Both the surveys and discussions revealed several key areas of satisfaction and also areas for improvement, which will be explicated in this paper. The implementation and limitations of the exam will also be discussed.
Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. Group work is particularly important for future employment in an increasingly competitive and... more
Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. Group work is particularly important for future employment in an increasingly competitive and dynamic workforce. A new capstone group work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business ‘eMeeting’ to proactively increase student engagement and retention. Quantitative data was collected three years prior to, and three years after the new ‘eMeeting’ format. Qualitative feedback after the integration shows significant increases in student engagement, while results and data show improved academic performance, higher scores on the standardized final exam and decreases in attrition. Integrating group assignments in large co...
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom... more
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.
Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. Group work is particularly important for future employment in an increasingly competitive and... more
Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. Group work is particularly important for future employment in an increasingly competitive and dynamic workforce. A new capstone group work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business ‘eMeeting’ to proactively increase student engagement and retention. Quantitative data was collected three years prior to, and three years after the new ‘eMeeting’ format. Qualitative feedback after the integration shows significant increases in student engagement, while results and data show improved academic performance, higher scores on the standardized final exam and decreases in attrition. Integrating group assignments in large co...
