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Effective Teaching in Universities: Are Students’ Basic Needs Being Satisfied in Large Classes?

机译:高校有效教学:大班内学生的基本需求是否满足?

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摘要

In a quest for a more efficient education system, many organizations have opted to increase class size. It is a common perception that large subjects are economical to run and small subjects are not. Many in the tertiary  education system have had concerns with issues involved in the teaching of large classes, including teaching quality and whether there are effective learning outcomes for students. As with any complex issue, there are several approaches that could be utilized to assess whether the needs of  stakeholders are being met. Stakeholders include the institution, the  teaching staff the community and the students. This study aims to assess whether universities are satisfying the needs of students as class size is increased The study focuses on satisfaction with large classes and includes an assessment of the satisfaction of studentsu27 psychological needs. These constructs are measured in small, medium and large classes to identify the change in the level of satisfaction. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in depth  interviews, focus groups, and a quantitative survey The results show that while customer satisfaction is being met, the satisfaction of studentsu27 psychological needs are not being fully realised. It was also found that there were notable variations between individual students, the subjects being studied and degree streams of students taking the same subject. The implications of these findings and suggestions for further investigation are discussed in this paper.
机译:为了寻求更有效的教育系统,许多组织选择增加班级规模。普遍认为,大型学科是经济的,小型学科不是。高等教育系统中的许多人都担心大型班级教学中涉及的问题,包括教学质量以及对学生是否有有效的学习成果。与任何复杂的问题一样,可以使用几种方法来评估利益相关者的需求是否得到满足。利益相关者包括机构,教学人员,社区和学生。本研究旨在评估随着班级规模的增加,大学是否满足了学生的需求。该研究的重点是对大班学生的满意度,并包括对学生心理需求的满意度的评估。这些结构按小,中和大类进行测量,以识别满意度的变化。该研究采用了一种多方法的方法,包括文献综述,定性阶段,深入访谈,焦点小组和定量调查。结果表明,在满足客户满意度的同时,学生的心理需求并未得到满足被充分实现。还发现,个别学生,所研究的科目和修读同一科目的学生的学位流之间存在显着差异。本文讨论了这些发现的含义和对进一步研究的建议。

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