Journal of Management Education Special Issue: “Experiential Learning in Large Classes”

Asikainen H. Virtanen V. Postareff L. Heino P. (2014). The validity and students’ experiences of peer assessment in a large introductory class of gene technology. Studies in Educational Evaluation, 43, 197-205. doi:10.1016/j.stueduc.2014.07.002

Bhardwa S. (2018, March 1). The weight of expectations. Times Higher Education, pp. 36-43.

Boland T. (2011). Higher education must rise to challenge of reform: Rankings serve as a wake-up call for higher education. The Irish Times, Opinion, p. 1.

Broadbent J. Panadero E. Boud D. (2018). Implementing summative assessment with a formative flavour: a case study in a large class. Assessment & Evaluation in Higher Education, 43, 307-322. doi:10.1080/02602938.2017.1343455

Cullen J. Turnbull S. (2005). A meta-review of the management development literature. Human Resource Development Review, 4, 335-355.

Cullen J. G. (2011). The writing skills course as an introduction to critical practice for larger business undergraduate classes. International Journal of Management Education, 9(4), 25-37. doi:10.3794/ijme.94.352

de Arriba R . (2017). Participation and collaborative learning in large class sizes: Wiki, can you help me? Innovations in Education and Teaching International, 54, 364-373. doi:10.1080/14703297.2016.1180257

Eichler J. F. Peeples J. (2016). Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17, 197-208. doi:10.1039/c5rp00159e

Ferlie E. McGivern G. De Moraes A. (2010). Developing a public interest school of management. British Journal of Management, 21, s60-s70. doi:10.1111/j.1467-8551.2009.00681.x

Freeman M. (1998). Video conferencing: A solution to the multi-campus large classes problem? British Journal of Educational Technology, 29, 197-210. doi:10.1111/1467-8535.00064

Hancock T. M. (2010). Use of audience response systems for summative assessment in large classes. Australasian Journal of Educational Technology, 26, 226-237.

Heaslip G. Donovan P. Cullen J. G. (2014). Student response systems and learner engagement in large classes. Active Learning in Higher Education, 15(1), 11-24. doi:10.1177/1469787413514648

Isbell L. M. Cote N. G. (2009). Connecting with struggling students to improve performance in large classes. Teaching of Psychology, 36, 185-188. doi:10.1080/00986280902959960

Karabenick S. A. (2003). Seeking help in large college classes: A person-centered approach. Contemporary Educational Psychology, 28(1), 37-58. doi:10.1016/s0361-476x(02)00012-7

Li S. X. Pinto-Powell R. (2017). Revisiting the merits of a mandatory large group classroom learning format: An MD-MBA perspective. Medical Education Online, 22. doi:10.1080/10872981.2017.1396174

Lund Dean K. Wright S . (2017). Embedding engaged learning in high enrollment lecture-based classes. Higher Education: The International Journal of Higher Education Research, 74, 651-668.

Maringe F. Sing N. (2014). Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. Higher Education, 67, 761-782. doi:10.1007/s10734-013-9710-0

Mayer R. E. Stull A. DeLeeuw K. Almeroth K. Bimber B. Chun D. . . . Zhang H. J. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34(1), 51-57. doi:10.1016/j.cedpsych.2008.04.002

Mtshali M. A. Maistry S. M. Govender D. W. (2015). Online chats: A strategy to enhance learning in large classes. South African Journal of Education, 35(4). doi:10.15700/saje.v35n4a1215

Nicol D. (2007). Laying a foundation for lifelong learning: Case studies of e-assessment in large 1st-year classes. British Journal of Educational Technology, 38, 668-678. doi:10.1111/j.1467-8535.2006.00657.x

Owston R. Lupshenyuk D. Wideman H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education, 14, 262-268. doi:10.1016/j.iheduc.2011.05.006

Patterson B. Kilpatrick J. Woebkenberg E. (2010). Evidence for teaching practice: The impact of clickers in a large classroom environment. Nurse Education Today, 30, 603-607. doi:10.1016/j.nedt.2009.12.008

Pells R. (2018, June 14). Tragic suicide “a wake-up call.” Times Higher Education, p. 7.

Saunders F. C. Hutt I. (2015). Enhancing large-class teaching: A systematic comparison of rich-media materials. Higher Education Research & Development, 34, 1233-1250. doi:10.1080/07294360.2014.911261

Schaffer H. E. Young K. R. Ligon E. W. Chapman D. D. (2017). Automating individualized formative feedback in large classes based on a directed concept graph. Frontiers in Psychology, 8, 260. doi:10.3389/fpsyg.2017.00260

Usher A. Cervenan A. (2005). Global higher education rankings 2005. Toronto, Ontario, Canada: Educational Policy Institute.

Watts J. Robertson N. (2011). Burnout in university teaching staff: A systematic literature review. Educational Research, 53(1), 33-50.

Woollacott L. Booth S. Cameron A. (2014). Knowing your students in large diverse classes: A phenomenographic case study. Higher Education, 67, 747-760. doi:10.1007/s10734-013-9664-2