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Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education.

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Title: Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education.
Authors: Jerez, Oscar1,2, Orsini, Cesar2,3, Ortiz, Catalina4 catalina.ortiz@ug.uchile.cl, Hasbun, Beatriz1
Source: Learning: Research & Practice. Sep2021, Vol. 7 Issue 2, p147-164. 18p.
Subject Terms: *Project method in teaching, *Object-teaching, *Teaching methods, *Activity programs in education, *Higher education
Abstract: Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students' learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of 78 articles met the inclusion criteria and were selected for thematic analysis. These studies came from a wide range of disciplines, types of institutions, and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student–teacher and student–student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students' motivation and commitment, and (5) the use of online teaching resources. The discussion is centred on the conditions by which large-group activities can be effective learning strategies in terms of student's achievement of learning outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Learning: Research & Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Learning%3A+Research+%26+Practice%22">Learning: Research & Practice</searchLink>. Sep2021, Vol. 7 Issue 2, p147-164. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Object-teaching%22">Object-teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students' learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of 78 articles met the inclusion criteria and were selected for thematic analysis. These studies came from a wide range of disciplines, types of institutions, and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student–teacher and student–student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students' motivation and commitment, and (5) the use of online teaching resources. The discussion is centred on the conditions by which large-group activities can be effective learning strategies in terms of student's achievement of learning outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning: Research & Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=152538715
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        Value: 10.1080/23735082.2020.1871062
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        Text: English
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      – SubjectFull: Teaching methods
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      – SubjectFull: Activity programs in education
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              M: 09
              Text: Sep2021
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              Y: 2021
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