Teaching and learning in large tertiary Syrian classes : an investigation into students' and tutors' perspectives
Teaching and learning in large classes has been an area of educational research interest for some decades now. Much previous research, however, has been largely positivist in nature and based on quantitative designs. Surveys have failed to document the âlive experiencesâ of those involved in large classes: teachers and students. The large class issue has often been treated as a single isolated factor without taking into account the complex interplay of the other contextual factors in classes. Although there is a wealth of speculative suggestion in the literature on how to deal with large classes, there is limited research into tutorsâ accounts of good practice in large classes and studentsâ perspectives and preferences regarding these practices. With the above in mind and being firmly set on a qualitative ground and based on semi-structured interviews, classroom observation and observation field notes, this investigation aims to obtain insidersâ perspectives on the reality of being in a large class with limited resources, by eliciting teachersâ and studentsâ views in a Syrian university context. Data was collected in two phases within one academic year. Classes in the first phase were observed
Ajjan, Mais
LB2300 Higher Education
Teaching and learning in large tertiary Syrian classes : an investigation into students' and tutors' perspectives. Teaching and learning in large classes has been an area of educational research interest for some decades now. Much previous research, however, has been largely positivist in nature and based on quantitative designs. Surveys have failed to document the âlive experiencesâ of those involved in large classes: teachers and students. The large class issue has often been treated as a single isolated factor without taking into account the complex interplay of the other contextual factors in classes. Although there is a wealth of speculative suggestion in the literature on how to deal with large classes, there is limited research into tutorsâ accounts of good practice in large classes and studentsâ perspectives and preferences regarding these practices. With the above in mind and being firmly set on a qualitative ground and based on semi-structured interviews, classroom observation and observation field notes, this investigation aims to obtain insidersâ perspectives on the reality of being in a large class with limited resources, by eliciting teachersâ and studentsâ views in a Syrian university context. Data was collected in two phases within one academic year. Classes in the first phase were observed
teaching learn large tertiary syrian class investigation student tutor perspective teaching learn large_class area educational interest decade now much previous however largely positivist nature base quantitative design surveys fail document live_experience involve_large class teacher_student large_class issue often treat single isolated factor without take_account complex_interplay contextual_factor class although wealth speculative suggestion literature deal large_class limited tutor account good practice large_class student perspective preference regard practice mind firmly set qualitative ground base semi_structured_interview classroom_observation observation field_note investigation aim obtain insider perspectives reality large_class limited_resource elicit teacher_student view syrian university context data_collect two_phase within classes first_phase observe