An Analysis of the Perceptions and Resources of Large University Classes.

Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis.