Documentation:Large Classrooms

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See Also



Link to Complete Bibliography
For a complete bibliography, please visit the CTLT's shared folder on Refworks.

Having problems? Visit the RefWorks information guide.

  • Armstrong, N., Chang, S., & National Science, T. A. (2007). Location, location, location: Does seat location affect performance in large classes? Journal of College Science Teaching, 37(2), 54-58. Ubc-elink.png
  • BCIT. (2010). Making your large lectures interactive. Retrieved from:
  • Borda, E. J., Kriz, G. S., Popejoy, K. L., Dickinson, A. K., & Olson, A. L. (2009). Taking ownership of learning in a large class: Group projects and a mini-conference. Journal of College Science Teaching, 38(6), 35-41. Ubc-elink.png
  • Boyd, J. (2010). The best of both worlds: The large lecture, writing-intensive course. Communication Teacher, 24(4), 229-237. Ubc-elink.png
  • Davis, B. (1993). Preparing to teach the large lecture course. In Tools for teaching. San Francisco, CA: Jossey-Bass. Ubc-elink.png
  • Davis, B. (1993). Personalizing the large lecture class. In Tools for teaching. San Francisco, CA: Jossey-Bass. Ubc-elink.png
  • Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., et al. (2010). Student engagement in very large classes: The teachers' perspective. Studies in Higher Education, 35(7), 761-775. Ubc-elink.png
  • Gedalof, A. J. (1998). Teaching large classes (Green Guide No.1). Halifax, Canada: STLHE. Ubc-elink.png
  • Geske, J. (1992). Overcoming the drawbacks of the large lecture class. College Teaching, 40(4). 151-154. Ubc-elink.png
  • Griffin, T., & Rankine, L. (2010). Affordances for academics: Using learning management systems to effectively manage large-enrolment units in higher education. International Journal on E-Learning, 9(4), 505-528. Ubc-elink.png
  • Hancock, T. M. (2010). Use of audience response systems for summative assessment in large classes. Australasian Journal of Educational Technology, 26(2), 226-237. Ubc-elink.png
  • Hejmadi, M. V. (2007). Improving the effectiveness and efficiency of teaching large classes: Development and evaluation of a novel e-resource in cancer biology. Bioscience Education e-Journal, 9. Ubc-elink.png
  • Huerta, J. C. (2007). Getting active in the large lecture. Journal of Political Science Education, 3(3), 237-249. Ubc-elink.png
  • Isbell, L. M., & Cote, N. G. (2009). Connecting with struggling students to improve performance in large classes. Teaching of Psychology, 36(3), 185-188. Ubc-elink.png
  • Lyon, D. C., & Lagowski, J. J. (2008). Effectiveness of facilitating small-group learning in large lecture classes: A general chemistry case study. Journal of Chemical Education, 85(11), 1571-1576. Ubc-elink.png
  • Mollborn, S., & Hoekstra, A. (2010). "A meeting of minds": Using clickers for critical thinking and discussion in large sociology classes. Teaching Sociology, 38(1), 18-27. Ubc-elink.png
  • Mompo, R., & Redoli, J. (2010). Some internet-based strategies that help solve the problem of teaching large groups of engineering students. Innovations in Education and Teaching International, 47(1), 95-102. Ubc-elink.png
  • Moulding, N. T. (2010). Intelligent design: Student perceptions of teaching and learning in large social work classes. Higher Education Research and Development, 29(2), 151-165. Ubc-elink.png
  • Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175-185. Ubc-elink.png
  • Nelson, J., Robison, D. F., Bell, J. D., & Bradshaw, W. S. (2009). Cloning the professor, an alternative to ineffective teaching in a large course. CBE - Life Sciences Education, 8(3), 252-263.Ubc-elink.png
  • Pollock, P. H., Hamann, K., & Wilson, B. M. (2011). Learning through discussions: Comparing the benefits of small-group and large-class settings. Journal of Political Science Education, 7(1), 48-64. Ubc-elink.png
  • Sargent, L. D., Allen, B. C., Frahm, J. A., & Morris, G. (2009). Enhancing the experience of student teams in large classes: Training teaching assistants to be coaches. Journal of Management Education, 33(5), 526-552. Ubc-elink.png
  • Smith, C. V., & Cardaciotto, L. (2011). Is active learning like broccoli? student perceptions of active learning in large lecture classes. Journal of the Scholarship of Teaching and Learning, 11(1), 53-61.Ubc-elink.png
  • Stanger-Hall, K., Lang, S., & Maas, M. (2010). Facilitating learning in large lecture classes: Testing the "teaching team" approach to peer learning. CBE - Life Sciences Education, 9(4), 489-503. Ubc-elink.png
  • Wambuguh, O. (2008). Teaching large evening classes. Academe, 94(1), 47-50. Ubc-elink.png
  • Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. Ubc-elink.png
  • Wanous, M., Procter, B., & Murshid, K. (2009). Assessment for learning and skills development: The case of large classes. European Journal of Engineering Education, 34(1), 77-85. Ubc-elink.png
  • Yazedjian, A., & Kolkhorst, B. B. (2007). Implementing small-group activities in large lecture classes. College Teaching, 55(4), 164-169. Ubc-elink.png

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