Teaching large and diverse classes: a practice-based approach

Abstract: Often we are asked to welcome more and more students into our lectures, seminars and other teaching units. This can be a real challenge, especially with the increasing diversity of our student body. As a group of academics, we decided to proactively approach this topic by conducting research into our students' feelings and anxieties while being taught in large classes. The aim was to introduce best practice and teaching excellence amongst academics, which we approached by producing an easily accessible education toolkit informed by our research findings. This problem is not exclusive to Reading or indeed to the UK; this is a topic discussed in higher education around the world. Attendance rates in lectures drop as students vote with their feet. Attainment drops as students disengage with the teaching. As we cannot ignore these facts it is important to pro-actively address them, identify the causes, and adjust our teaching to mitigate the risks

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch
• Anmerkungen: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: die hochschullehre ; 6 (2020) ; 544-553

Klassifikation und Themen

• Klassifikation: Erziehung, Schul- und Bildungswesen

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Mannheim
• (wer): SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
• (wann): 2020
• Urheber: Strohfeldt, Katja

Weitere Informationen

• DOI: 10.3278/HSL2044W
• URN: urn:nbn:de:101:1-2022062717132308433800
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 25.03.2025, 13:49 MEZ