Abstract:

Large courses constitute the clear majority of learning activities in higher education institutions worldwide. In this setting, where classrooms are crowded with students, the accomplishment of learning objectives becomes a challenge to many teachers who try hard to solve this issue. In addition, there has been an increased demand from society to access higher education in the past decade. This educational context provides an opportunity to generate knowledge in the area allowing to elucidate guidelines that improve university instruction in a context of a higher number of students per classroom. Previous research called: “What do the best university teachers do in large courses? A multi-case study”, 32 teachers from 15 Chilean universities were identified as the best teachers of those institutions. Interviews were scheduled, informed consent validated by the faculty ethics committee, and interviews conducted according to the pre-defined protocol for this purpose. Finally, a process of conceptualization of the predominant categories was made. An important finding was that one of the five crucial aspects to consider when planning a successful large group class is the effective use of Mobile Devices (MDs). MDs have made it possible to overcome the intrinsic challenges of large courses, transforming large group classes in a more efficient and relevant space for learners. In the same vein, MDs must be managed to: be considered as tools when designing active learning strategies, enhance the interaction between teacher and student, promote participation of students during class, motivate students to learn, give personalized feedback and monitor the level of understanding of each individual student. Finally, MDs promote a permanent cognitive participation of students during class that improves learning outcomes.

Keywords:

Large Course, Mobile Devices, University, Higher Education, Effectiveness, Learning.