according to one instructor who has taught only small classes in her 5 years of online teaching experiences and consequently can maintain the strategy of whole-class discussions. One new instructor has whole-class discussions in her large online class and is distressed that there are more dropouts than in her face-to-face classes. She has never thought of utilizing the subgroup strategy

    because she does not have solid informa- tion about the different workloads in different sizes of classes. She plans to use large whole-class discussions again in her next online course. She says she has noticed that her one-on-one note responding practice in large whole-class discussions has weak- ened student participation. She also noticed that in her large class students tend to have fewer opportunities to “talk” with their peers or to initiate discussions. Three instructors use the large whole-class discussion strategy for its benefits of diversity.

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