An Analysis of the Perceptions and Resources of Large University Classes.
An Analysis of the Perceptions and Resources of Large University Classes.
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DOI：
10.1187/cbe.16-01-0004
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Jacobs SR
中科院分区：
文献类型：
--
作者：
Cash CB;Letargo J;Graether SP;Jacobs SR
本文通过将定性调查结果与多元统计分析相结合，提出了大、中、小班的混合方法分析。定性分析揭示了学生和教师感知的模式，而定量结果揭示了如何修改大班以适应更多的学生。在中等综合性大学，大班学习并不是一年级学生所独有的；高年级课程的入学率同样很高，许多班级的学生人数超过200人。关于本科生大班的有效性和不足的研究已经进行了100多年，大多数研究将大班与学生参与度低、学习深度下降和无效互动联系起来。本研究采用了多维度的研究方法来调查学生和教师对大型生物课的看法，并根据资源和课程结构使用分类主成分分析来表征一个系所提供的课程。学生和教师的调查结果表明，一个大班大约有240名学生。大类被确定为非个人的，并使用外在限定词进行分类；然而，学生们确实发现了让课堂感觉更小的技巧。除了定性调查外，我们还尝试通过从课程大纲中收集数据来量化课程，并使用分类主成分分析对数据进行分析。该分析映射了2010年至2014年资源配置和教学结构的制度变化，并验证了分类主成分分析在教育研究中的应用。我们研究了在一个被认为感觉小的大班中涉及的感知和因素。我们的分析表明，不是资源的增加或讲课方法的差异，而是教师决定了大班是否会感到小。
This paper presents a mixed-methods analysis of large, medium, and small classes by combining the results of a qualitative survey with a multivariate statistical analysis. The qualitative analysis reveals patterns in student and instructor perception, while the quantitative results reveal how large classes are being modified to accommodate more students. Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis. Both student and instructor survey results indicated that a large class begins around 240 students. Large classes were identified as impersonal and classified using extrinsic qualifiers; however, students did identify techniques that made the classes feel smaller. In addition to the qualitative survey, we also attempted to quantify courses by collecting data from course outlines and analyzed the data using categorical principal component analysis. The analysis maps institutional change in resource allocation and teaching structure from 2010 through 2014 and validates the use of categorical principal components analysis in educational research. We examine what perceptions and factors are involved in a large class that is perceived to feel small. Our analysis suggests that it is not the addition of resources or difference in the lecturing method, but it is the instructor that determines whether a large class can feel small.