Diversity in Large Classes: The Challenge Of Providing Self Directed Formative Learning

Abstract

First year science courses at the University of Auckland face a number of common challenges which impact on course design and learning support for individual students. The large student cohorts (> 1100) entering courses are not only diverse in future program choices but also in their educational backgrounds. Opportunities for formative learning have been developed though the web environment using the university’s “in house” learning management system Cecil, and Bestchoice (an interactive learning portal). http://bestchoice.net.nz (Woodgate and Titheridge 2006). These formative learning activities have been integrated into existing course designs (Gunn & Harper 2006) to support diversity in learning strategies and learning styles while enabling all students to develop a sound body of knowledge essential in the discipline of Science. Teachers across the disciplines of Chemistry and Biological Sciences maintain a professional dialogue about learning developments. There is an overlap of the order of 80% across the Biology and Chemistry cohorts. Where it is appropriate, similar technologies are used. This commonality between courses results in improvements in students’ learning outcomes. This is part of teaching reflective practice which is currently influencing future developments.