Large classes: Size matters but teaching skill and course design matter more
The jury’s still out on the impact of large classes on student learning, but they’re a fact of life in higher education, prompting postsecondary institutions to explore new strategies to maintain or improve quality -- from building community through social media to initiating peer mentorships. But if size matters, a new report by the Higher Education Quality Council of Ontario finds that skill and competency of the instructor, teaching methods and course design probably matter more.
