The following is a synopsis of tips for managing class size workload largely excerpted from "Teaching Online" by Susan Ko and Steven Rossen with additions relevant to the UF Blackboard system.
In classes of five to 10 students only three to five students have a tendency to be active, hence the incentive to encourage student interaction. However, as class size grows, so too will the intensity of communication traffic. In classes of 20 or so there's a potential for hundreds of messages if only half the class is active. In classes of 30 or more, class management becomes a serious issue. Hence the following recommendations:
Utilize student self-assessments… (Create a blackboard test that can be taken repeatedly. Blackboard will only retain the last attempt. If questions are drawn from a large pool of relative equal difficulty, the student will continue to be challenged with new questions over the same material.).
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Utilize the Bb assignment feature to deploy and collect assignments (automating assignment distribution, collection and dissemination of graded material as much as possible). |
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Consider greater use of machine graded testing (Bb testing & auto grading feature. Ko and Rossen recommend auto testing/grading for at least one third to one half of all assessments. ) |
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Create small groups for purposes of discussion or group projects |
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- Meet at different times with different groups or
- Consider the party host model…where the instructor circulates among the different groups joining in where appropriate and encouraging the wall flowers to step in and participate.
- Set up dual level classrooms…one for the entire class, the other for groups (The Bb instructor can create groups within a class and provide each with a complete set of communication tools…Bulletin board, chat, e-mail and file exchange. For example, where such groups have been created, students would have access to both their group and whole class bulletin board.)
- Assign responses to discussion board issues to small groups ….not just individual students. (E.g. Conclusions reached via small group discussion are then posted to the whole class bulletin board.)
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For discussions that generate numerous responses, consider assigning a student the responsibility (for grade credit) for the creation and posting of a summary. Then rotate that responsibility among the students. (This leads to greater student involvement and Research shows that as the level of student involvement increases, so too does the depth of learning.) |
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Create a general forum in which students may ask questions about the course… (Eventually generating a FAQ) |
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Consider creating "presentation" (web) pages to which to post anonymous examples of student work that seems to typify student responses, illustrate common problems or exemplify good/thorough responses. |
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Striking a balance between Student Centered and Instructor Centered Activities…Most students want the instructor to offer something unique…that they can't "get from the book". However, research shows that classes that ask/require students to become active participants are more engaging and therefore students learn more. |
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- Segmented lectures…a running commentary of short paragraphs (may be interspersed with PowerPoint slides)
- Larger classes…Structured lectures…guided learning path especially where there are many, many documents, discussion boards and other pieces of a learning collection.
- Tailor methods and style of presentations to the class depending on its size, make-up and course length and whether TAs are available.
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Student Participation |
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- Make it required and graded (recommended 10% for F2F and 10– 40% of grade for online course)
- Clearly stated in syllabus
- Well defined expectations, grading standards and/or rubric(s)…consider measuring both quantity and quality.
- Group/individual presentations…count/credit classmate critical comments/analysis in participation grade.
- Greater part of participation grade should depend on student involvement in the shared classroom…not just completion of individual assignments
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Fostering Discussion |
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- Asynchronous Communication
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After creating the (Blackboard) discussion board forum, start the major topic threads yourself. |
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To be able to sort and reorganize student responses, try to narrow the topic…ask only one question per thread. |
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Set guidelines (netiquette)… so that in addition setting the pattern for students to tailor appropriate responses, students know they can go against prevailing thought so long as they can support their claims/views. |
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Consider permitting students to create new threads for digressions. |
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Organize forums and threads to reflect the class chronology or sequence. |
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Key thread topics to current assignments, readings, projects and exercises. |
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Establish a pattern of frequent responses
- Instructor behavior sets the tone and expectations…but do not attempt to respond to each and every student posting (See recommendations below)
- Attempt to respond to a diverse group rather than the same two or three individuals
- Short but frequent episodes of "poking your head into the classroom" (three to five times per week) are better than a single long visit
- Extend discussion first begun in a F2F setting
- Initiate topics on a weekly basis
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Rotate responsibility for creating and posting a periodic discussion summary among your students. |
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Require students to respond to their choice of at least two of their peer comments… (Generally, students will read everyone else's responses in order to pick the two to which they wish to respond.) |
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Facilitate conversations…jumping in at critical junctures… but don't attempt to correct mistakes immediately. Linda Lisowski, professor of special education at Elizabeth City State University , has found that most mistakes will be corrected by the students themselves and therefore waits two days before correcting any major missteps (Online Classroom July 2004). |
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Build on participation…make comments that address a whole train of thought (as may be expressed in several to many student postings) rather than responding to each individual student. Consider holding back and just let it happen… especially in the beginning. |
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Be aware of cultural and personality differences…
- Cultural norms may inhibit some from initially voluntarily jumping into a discussion
- Many students are sensitive about sharing personal experiences. Consider asking students if they "can relate this to their own experience or one [they] have heard or read about".
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- Synchronous Communication
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Limit the number of chat participants to four or five. |
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For larger groups seriously consider utilizing speaking control function (equivalent to raising hands to speak). |
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Allow time at the beginning or end for students to ask off topic questions and to socialize. Budget another two minutes for initial greetings and goodbyes. |
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Limit chat sessions to forty five minutes to an hour. |
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Prepare students for the chat by posting the topics or agenda, assigning readings or activities or giving them the questions to consider before the chat. |
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Whenever possible, preface your response with the name of the student to whom you are replying, or include bits of the question or comment to which you are responding. |
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Break up long responses into short segments…Beginning with perhaps nothing more than the name of the student.
- Example …First Response: Joe, Most students will pause and wait to see the next segment.
- End each segment with an ellipse ( … ) to indicate there is more to come.
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Have a back-up plan in place in the event that you or some of your students lose the Internet connection.
- Be sure to provide phone number(s) for necessary technical support as well as their normal work hours.
- Consider e-mail or IM methods of notification in the event that something goes awry.
- The bulletin board can be used as a back-up as well but will require that all users refresh their browser screens frequently.
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