Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching

Hubbard, Katharine; Tallents, Lucy

Abstract

Massification of Higher Education has resulted in a rapid increase in undergraduate populations, without an increase in the number of teaching staff. One consequence is that students are typically taught in larger classes. While the impact of class size on student satisfaction and attainment is debated, there has been little attention paid to the academic experience of large class teaching. We present results of a questionnaire completed by 80 academics, primarily based in the UK. Academics perceived classes of 100 or more as large, and most had taught classes of several hundred students. Academic perceptions of large class teaching varied considerably. We find no evidence that institution type or contract type affects perceptions of large class teaching. We also find a lack of training that specifically addresses the demands of large class teaching. We call on academic developers to support academics teaching large cohorts to ensure effective education at scale.

Citation

Hubbard, K., & Tallents, L. (in press). Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching. Journal of Perspectives in Applied Academic Practice, 8(1), 59-73. https://doi.org/10.14297/jpaap.v8i1.405

• Journal Article Type: Article
• Acceptance Date: Nov 20, 2019
• Online Publication Date: Sep 1, 2020
• Deposit Date: Sep 5, 2020
• Publicly Available Date: Sep 7, 2020
• Journal: Journal of Perspectives in Applied Academic Practice
• Electronic ISSN: 2051-9788
• Publisher: Edinburgh Napier University
• Peer Reviewed: Peer Reviewed
• Volume: 8
• Issue: 1
• Pages: 59-73
• DOI: https://doi.org/10.14297/jpaap.v8i1.405
• Keywords: Teaching at scale; Large classes; Massification; Academic development; Higher education teaching
• Public URL: https://hull-repository.worktribe.com/output/3579747
• Publisher URL: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/405