TEACHING LARGE ONLINE CLASSES: HOW CAN PROFESSORS PROMOTE ACTIVE LEARNING WITHOUT EXHAUSTING THEMSELVES?

Abstract

This 50-minute session featured a discussion about innovative teaching techniques in large online classes, and the associated challenge of keeping the workload manageable for instructors. What are the alternatives to multiple-choice exams? In large online classes (of 50-100 students), instructors often face students who feel “isolated” but who also ironically rarely take advantage of opportunities to engage with other students unless there is a grade associated. This can result in either a barrage of emails between individual students and the professor, or students who withdraw and refrain from asking questions and engaging. Online teaching also presents the instructor with an ever-evolving selection of unique online tools. While implying exciting possibilities for active learning, teaching pedagogy often follows at a slower pace. For example, how can one use real-time interactive tools in a large online class when it is impossible for all students to be online at the same time? I began this session by showing the session participants my two online-course Moodle websites and describing the assignments I have developed for these larger online classes. I discussed the ongoing dual challenge of incorporating innovative, active learning opportunities for students, while also attempting to keep the amount of marking and formative feedback required of me (the instructor) to a manageable level. Session participants asked questions and inserted their own comments and stories throughout this process. We also discussed additional teaching strategies for large online classes identified in the academic literature.