Abstract:

Increase in university access has generated new demands on teaching-learning processes (Jerez et al. 2018), ranging from the educational itself, through infrastructure, to the effectiveness of training, especially in initial job placement. However, one of the recent crucial challenges is the number of students explosive increase in the classroom (Lian, 2013; Prosser & Trigwell, 2013), especially in those developing countries that demand more and better professionals. In this sense, the increase of the number of students per class modifies the dynamics and interactions within the classroom, along with new aspects showing up: the increase in class size also increases the factors involved (Cuseo, 2007; Franklin & Theall, 1995; Goodman et al., 2005). Consequently, the way teaching and learning processes are managed becomes more critical, as it involves a process of planning, implementing and evaluating activities before, during and after class (Calzada et al., 2014) that is very different from small or regular sized groups. So what challenges and opportunities do large classes offer for classroom management? This paper is part of the results of the research project "What are the best university professors doing in large classes," and aims to identify a set of challenges and opportunities that can guide teachers in managing large classrooms efficiently.

This study involved 50 university professors who teach classes to large groups in the areas of engineering, business, health, education and social sciences, in eight universities. To include the teacher in the study, it was enough to demonstrate one of the following criteria: a positive evaluation by the student of the teacher's teaching; have obtained recognitions or distinctions for the quality of their teaching, or have the positive reference of third parties. Three classes were observed, recorded and analyzed for each teacher, identifying those situations or challenges that were not satisfactorily resolved within the classroom. Also, opportunities that teachers effectively used to enhance their teaching were recognized. Among the main findings it is possible to identify the following challenges and opportunities.

The following challenges have been identified: i) implementing efficient and ubiquitous communication mechanisms between students and teachers and students themselves; ii) promoting the generation of collaborative and diverse work teams among teachers, teacher assistants, and teaching experts; iii) the natural integration of ITCs, especially mobile devices, aiming for real-time monitoring of learning and cognitive participation of the vast majority of students; iv) promoting peer instruction and peer evaluation, pretending to build an authentic learning experience; v) creating environments capable of developing a shared and meaningful learning experience.

Among the opportunities recognised and used by the teacher to improve his performance , it is possible to highlight: i) promoting the value of and respect for all kind of diversity (social, cultural, sexual, religious, racial, etc.); ii) working in a collaborative, co-responsible and empathetic way with the intention of generating social cohesion at the university classroom; iii) promoting and developing self-management and self-regulation tools for learning; and iv) encouraging students to be not only spectators but also active participants in their training as future professionals.

Keywords:

Classroom Management, Large Course, University.