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Class Size Matters: Faculty Perspective
Posted September 8, 2017
By: Wayne Nelson
Decisions about the impact of class size on student learning are complicated and important, balancing faculty welfare, student learning, and institutional resources. Such decisions are often based on tacit assumptions about teaching and learning that are reflected in academic program structures and campus physical environments. We use what we’ve had for years (even centuries). Classrooms hold about 30-40 students, small seminar rooms allow 10-15 students, and lecture spaces hold 100 or more. Which combination of these elements is best for teaching and learning? The short answer is: “it depends.”
Impact of Class Size
Research findings on the effect of class size on student learning show no consistent pattern. Some studies show greater learning in larger classes, others show greater learning in smaller classes, and some show no effect at all. When class size has an impact on learning, it is assumed that as class sizes increase, these things tend to happen:
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Faculty increasingly rely on lecture methods
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Active student learning is reduced
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Instructor interaction and feedback frequencies are reduced
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Limits are placed on the breadth and depth of course objectives, assignments, and learning outside the classroom
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Academic performance (grades) decrease
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Retention decreases because students are less satisfied with their educational experiences
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Students give lower overall ratings on course evaluations
Other Factors
But is class size alone responsible for these differences? Certain teaching styles may be forced by class size, resulting in effects on student learning due to pedagogical choices rather than numbers of students. Student learning in large or small classes is largely contingent on whether a faculty member can create or adapt effective teaching approaches for various class sizes. One general pedagogical approach that seems promising is “flipping” classes, where students acquire necessary information outside of class (e.g., online lectures, readings, etc.) and then use class time in active learning involving discussion, problem solving, case study, etc. A variety of strategies can promote active learning in classrooms, regardless of the size. If you have tried something that works for your teaching area, please share your experiences with us.