Volume 8, Number 5
February 25, 2010
Abstract: Faculty members who teach large-size undergraduate classes face unique and distinct issues and challenges. Examples of issues and challenges in teaching large, diverse undergraduate student populations include wide distribution of backgrounds and abilities, various majors versus students taking electives, lack of personal attention and student engagement, and determination of appropriate levels of instruction. This research involves collaboration between a Virginia Polytechnic Institute and State University undergraduate professor and the Virginia Polytechnic Institute and State University Institute for Distance and Distributed Learning to examine the use of information systems and eLearning strategies in concert with Web 2.0 technologies to increase the efficacy of instruction in large-size undergraduate classes. Developed as a case study, this investigation utilizes a mixed-method research approach where data were collected and analyzed from field notes, classroom observations, and student surveys. The initial results indicate a need for an increase in the overall effectiveness in instruction of large-size undergraduate classes via use of eLearning strategies. The researchers report the interim results of the work as a foundation for follow-on research to conduct a comparative analysis of a second case study of a large-size class taught by the same instructor, but enhanced by eLearning strategies and conducted in fall 2009.
Keywords: large-size classes, undergraduate education, classroom models, eLearning, Web 2.0, eLearning information systems
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Recommended Citation: Conn, Boyer, Hu, and Wilkinson (2010). Scaling Large-size Undergraduate Classes at a Top Research University via eLearning Strategies: A Facilitated Model of Instruction using a Web 2.0 Paradigm. Information Systems Education Journal, 8 (5). http://isedj.org/8/5/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2009: §3113. ISSN: 1542-7382.)