Cooperative Learning Strategies For Large Classes

The last decade has brought increasing budget pressures on higher education systems. At many institutions, this has led to an increase in the number and size of large classes, which is generally not favored by students, parents, and faculty. However, at institutions, where large classes are a fact of life we are professionally obligated to focus on instructor and student needs and do whatever we can to improve teaching and learning in those classes. The results of a national survey, conducted to determine how many institutions offer large engineering classes, indicate that 47% offer large size classes. It is also estimated that 76% of the engineering students attend at least one large class. Most of the large classes are offered at an introductory level and during the first two years of curriculum. The research shows that the student attrition rate is higher during their first two years. However, the research also indicates that effectively taught large classes are perceived better by students than some of the small size classes. This paper describes several cooperative learning strategies which have been researched, tested, and proven to be effective in large classes. The strategies help in increasing class participation, problem solving, critical thinking, communication, collaborative learning,attention, and attendance. Over 80 to 90 percent of the students indicate that these strategies are useful in enhancing the teaching-learning process in large classes.