ProblemBased, Group Learning in Large Classes: A Case Study

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Problem-Based, Group Learning in Large Classes
A Case Study

• Two sections of Science 102
• 120 and 240 students
• Class structure
• 1 hr 15 min twice a week (large class)
• 50 min discussion once a week
• 2 hr lab once a week
• Same permanent groups in large class and lab
• Different permanent group in discussion

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Purpose of Teaching Plan

• Test the limits of PBL group learning in large
  classes.
• Find successful models for integrating PBL with
  other methods.
• Investigate whether there is a difference in
  student performance and satisfaction (120 vs.
  240).

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IDENTIFY A QUESTION ASSOCIATED WITH THE CUBE.
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PROPOSE AN EXPLANATION OF WHAT IS ON THE BOTTOM
OF THE CUBE BASED ON EVIDENCE.
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Write down your strategy for choosing a
particular corner to lift to get more evidence
using technology.
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Components of Course

• Permanent groups of 3-6 students in assigned
  seats
• Web syllabus and resources
• Group assignments in class, discussion, and lab
• Complex problems initiate learning, generating
  learning issues, and focusing large class
  activities

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Large Physical Science VS Small Physicsfor ETE
Majors for Pre-meds

• 1 section, less than 30
• round tables/chairs
• permanent groups of 4
• problems initiated in class
• more group oriented discussion than whole class
  activity or lecture
• learning issues addressed mainly in groups
• individual and group show your work

• 2 sections - 240, 120
• auditorium/fixed seats
• permanent groups, 4-6
• problems initiated in large class
• group discussion, lecture
• learning issues addressed in large class and
  discussion
• multiple choice/show work exams

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Attitude towards group work

• More than 80 of students report that the group
  work went well..
• in a school and class as large as this, group
  work is key to personal interaction and a small
  class feel.
• I learned more when I talked to others.
• I was skeptical, but we really learned things in
  our group.

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On the other hand..

• My group did hardly anything for me.
• There was a lack of interest in the group.not
  much participation

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Comparison of 120 VS 240

• No significant difference in test scores
• Significant difference in Big Project scores
• Harder to permanently seat 240.
• Initial group activity in small class better
• difference disappeared in second half of
  semester.
• Better mid-term evals in smaller class
• difference disappeared in second half of
  semester.