Proceedings of the 7th International Conference on Modern Research in Education, Teaching and Learning
Year: 2024
DOI:
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Project-Based Learning in Oversized Classes: Insights from a Tertiary Education Case Study
Gregor Vnucko, Mgr
ABSTRACT:
In this manuscript, we explore the efficacy of addressing the challenges posed by large classes in tertiary education through the implementation of project-based and collaborative learning strategies, as illustrated by a specific case study conducted by the researcher. This case study involved a class of 116 students at a tertiary institution, with the course’s primary objective being the development of all four language skills. To optimize the active participation of students, the class was organized into five “mega-groups” consisting of 16-25 students each. These mega-groups were further subdivided into smaller groups of 4-6 students. Within these subdivisions, students were assigned specific roles, including presenter, researcher, content creator, editor, and project manager, with an additional project manager overseeing each mega-group. The assignment tasked each mega-group with coordinating among its sub-groups to focus on and develop a presentation on a single topic. Our findings delve into the common challenges encountered by students during these exercises, offering insights into the potential hurdles and benefits of this pedagogical approach.
keywords: challenges; collaborative learning; learner-centered approach; role assignment; teamwork