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Large class teaching in Syria Students’ perspectives Research by Mais Ajjan

Large class teaching in Syria Students’ perspectives Research by Mais Ajjan. Background information . A university in Syria English Language and Literature Department Undergraduate students Class size: 400+. Research aims.

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Large class teaching in Syria Students’ perspectives Research by Mais Ajjan

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  1. Large class teaching in SyriaStudents’ perspectivesResearch by Mais Ajjan

  2. Background information • A university in Syria • English Language and Literature Department • Undergraduate students • Class size: 400+

  3. Research aims There hasn’t been enough research about what students think about being in a large class. I aimed to elicit students’ perspectives on: • their experiences in large classes (Phase One) • the characteristics of ‘good’ large class teaching. (Phase Two)

  4. Research methodology • Participant observations (I sat in classes and took notes about what I observed) • Interviews with students (both individually and in groups)

  5. First phase findings • Being in a large class was just one factor among several that students mentioned as having shaped their experiences. Other factors included: academic problems, lack of facilities and support, lack of in-class participation, and tutors. • Students did not mind being in a large class aslong as they were taught by good lecturers.

  6. Second Phase findings Students highly valued tutors who: • were kind, strict but tolerant and considerate. • treated students with respect • knew their subject very well

  7. Second phase findings Students favoured lessons that • were well-structured (clear lesson stages, well-structured and easy to follow style of presentation) • kept them active verbally and mentally (generated discussions and stimulated thinking inside/outside classroom)

  8. Thank you

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