The Argument for Making Large Classes Seem Small.

Cooper, James L.; Robinson, Pamela

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Peer reviewed

ERIC Number: EJ608310

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0271-0633

EISSN: N/A

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The Argument for Making Large Classes Seem Small.

Cooper, James L.; Robinson, Pamela

New Directions for Teaching and Learning, n81 p5-16 Spr 2000

Identifies the problems and challenges of large lecture-class-format college classes and offers empirical and theoretical rationales for moving to approaches that emphasize small-group learning. Cites research showing small groups promote cognitive elaboration, enhance critical thinking, provide feedback, promote social and emotional development, and foster appreciation of diversity. (DB)

Descriptors: Class Size, College Instruction, Higher Education, Instructional Development, Research and Development, Small Group Instruction, Student Development, Theory Practice Relationship

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Theme issue: "Strategies for Energizing Large Classes: From Small Groups To Learning Communities."