Instructional Teams and Large Classes: How to Make a Large Class Small
Kim Livengood, Kinsey Hansen, Angelo State University, United States
Global Learn, in Princeton-Mercer, New Jersey ISBN 978-1-939797-43-8 Publisher: Association for the Advancement of Computing in Education (AACE)
The expansion of online learning combined with increasing pressure from stakeholders, increasing accountability, and decreasing funding, faculty are charged with doing more with less. To address these challenges, institutions often increase class sizes. Using a case study research approach, with data collected from multiple sources including interviews, focus groups, and documents, this paper examines a unique instructional team approach for effectively teaching large online classes but delivering a small class experience. The team teaching structure utilizes a lead professor, full time instructor, and adjunct instructor. The defined roles of the lead professor, instructor, and adjunct are explored. The results outline how this instructional structure provides the curriculum, course design, and communication online students need for success, making large classes feel small.
Livengood, K. & Hansen, K. (2019). Instructional Teams and Large Classes: How to Make a Large Class Small. In G. Marks (Ed.), Proceedings of Global Learn 2019-Global Conference on Learning and Technology (pp. 300-305). Princeton-Mercer, New Jersey: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)
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