Managing Large Online Class Sizes

Julie Hall, Professor of Office AdministrationNapa Valley College, January 19, 2010

Class management Interaction and Participation Communication Tracking and Encouraging Grading and Assessment Teaching Style Learning Style Critical Thinking

Same Issues in Online vs. F2F Classes

Large versus Small…Why does this matter? Too Large Feel voice is lost, not

heard Delayed responses Increased instructor

workload

Smaller Feel voice is heard Community building Better response time Raises perception of

quality Instructor balanced

workload

Research indicates 21-40 students is considered “large” online class size

Average online class size for maximum community building, satisfaction, and retention is between 17-22, with 20 being the most optimal number of students

Sources: (ASHE Report, 2006; Davis & Dykman, 2008; Orellana, 2006; Palloff & Pratt 2003; Sieber 2005; Tomei 2004)

No one-size-fits-all rule New instructors-15; Experienced 20-25

(Palloff and Pratt, 2003, p.118).

What Constitutes a Large Online Class?

For the first time, research has shown that successful distance education is contingent upon smaller, not larger, class sizes – nearly half the size of its traditional ancestor. Online teaching

should not be expected to generate larger revenues by means of larger class sizes at the

expense of effective instruction or faculty overloads. (Tomei, 2004, Conclusion, ¶ 3).

Good structure half the battle! Have synchronous office hours Frequently Asked Questions (FAQs)

document Proper orientation to learning online with

you (See Julie Hall’s Online Orientation at NVC Webpage)

Tips for Managing Larger Online Class Sizes

Turn individual assignments into group assignments—grade on both individual contribution and whole project

Use peer-to-peer review and critique—create rubric for students to assess one another’s work

Tips for Managing Larger Online Class Sizes (Continued)

Summarize and Combine Responses to Class Questions◦ Ask students to answer questions of others◦ Gently guide or send e-mail to instructor if not answered

Use detailed Discussion Rubric for feedback—less commentary, yet clear expectations (Ko, 2007).

Discussion Protocol◦ Clearly define requirements, # of times p/week; use 2+2

feedback (two persons, 1 compliment and 1 suggestion or clarification);

◦ Document others’ quotes (J. Hall, personal communication, January 10, 2010)

◦ Type in word processor, edit for spelling and grammar, then copy/paste online

Managing Discussions

Form smaller discussion groups 10-12 max Rotate leadership in groups for threaded

discussions Divide discussion topics into manageable

units

Managing Discussions (Continued)

Avoid posting I agree! or Great Post! Tell WHY you agree! Ask for more evidence—How do you know? Ask for clarification—Example? What do you mean? Ask open-ended questions—Why do you think this is

important? Ask linking or extension questions—How does this relate

to? Connection? Hypothetical questions—If you were to apply this to X,

what would you do? Cause-and-Effect questions—Effect on this if x? Summary-and-Synthesis questions—Most important?

Unresolved? Source: Brookfield and Preskill (1999) (as cited in Palloff and Pratt (2003), pp. 151-

152.

How to Develop Great Discussion Questions

Davis, C. and Dykman, C. A. (2008). Online education forum--Part three: A quality online educational experience". Journal of Information Systems Education, 19(3), 281-290. Retrieved October 9, 2009, from http://search.ebscohost.com.library.capella.edu, an:34493678

Kelly, Rob. Tips for managing large online classes. Retrieved November 16, 2009 from http://www.facultyfocus.com

Ko, Susan. Tips for managing larger online classes. DE Oracle@UMUC. November/December 2007. Retrieved January 16, 2009 at http://www.facultyfocus.com

Orellana, Anymir. (2006). Class size and interaction in online courses. Quarterly Review of Distance Education, 7(3), 229-248. Retrieved March 21, 2009, from the Academic Search Premier database. an:22941927

References

Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass.

Research on the factors of online learning. (2006). ASHE Higher Education Report. 32 (1), 37-87. Retrieved September 16, 2009, from http://search.ebscohost.com.library.capella.edu, an: 22195359.

Sieber, J. E., (2005). Misconceptions and realities about teaching online. East Bay Science and Engineering Ethics 11, 329-340. Retrieved from the Academic Search Premier database. an:17943808

Tomei, L. A. (2004). The impact of online teaching on faculty load: Computing the ideal class size for online courses. International Journal of Instructional Technology and Distance Learning. 1(1). Retrieved March 16, 2009, from http://www.itdl.org/journal/Jan_04/article04.htm

 

References (Continued)

Mahalo!