Learning and Teaching in Higher Education
Show Less

Learning and Teaching in Higher Education

Perspectives from a Business School

Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

There is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 9: Getting the most out of large group teaching

Caroline Elliott and Jon Guest

Abstract

In this chapter, we explore the advantages as well as some of the potential pitfalls of large group teaching. A number of recommendations are made relating to effective methods for starting and ending the sessions. We discuss different ways of organising large group teaching and suggest various methods to promote a more interactive learning experience for the students. These include the use of games, the flipped classroom approach, the incorporation of media links and the use of breaks to promote note making as opposed to note taking. We also discuss possible uses of learning technologies such as polling software and lecture capture, as well as giving some basic advice on how to produce effective slides.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.


Further information

or login to access all content.