This study attempts to explore a major issue of higher education in Bangladesh that is, problems related to large size classes. The objectives of the study are to identify the problems faced by the students and the teachers; and to find out the ways of teaching effectively in large Sociology classes. This is a literature review article which has investigated the current teaching practices in the Sociology Classes at the affiliated colleges of the National University of Bangladesh. This paper also discussed the issue from the global perspective. It identified that large classes create a lot of problems for the students and the teachers resulting in the lower quality of higher education. Finally the paper concluded that teachers’ training, appointing supporting stuffs and ensuring necessary logistic support can be the possible solution of this great problem.
Alam, G. M., Mishra, P. K., & Shahjamal, M. M. (2014). Quality assurance strategies for affiliated institutions of HE : a case study of the affiliates under National Unievrsity of Bangladesh. Higher Education, (68), 285–301. https://doi.org/10.1007/s10734-013-9712-y
Atre-Vaidya, N., & Taylor, M. A. (2000). Patient-based teaching: A clinical instructional method for large classrooms. Academic Psychiatry, 24(4), 202–208. https://doi.org/10.1176/appi.ap.24.4.202
Biggs, J. (1999). Teaching for Quality Learning at University: What the Student Does. Buckingham: The Society for Research into Higher Education and open University Press.
Black, M., & Rechter, S. (2013). A critical reflection on the use of an embedded academic literacy program for teaching sociology. Journal of Sociology, 49(4), 456–470. https://doi.org/10.1177/1440783313504056
Bryant, B. K. (2005). Electronic Discussion Sections: A Useful Tool in Teaching Large University Classes. Teaching of Psychology, 32(4), 271–275. https://doi.org/http://dx.doi.org/10.1207/s15328023top3204_9
Carbone, E., & Greenberg, J. (1998). Teaching Large Classes: Unpacking the Problem and Responding Creatively. To Improve the Academy, 17, 311–326. Retrieved from http://digitalcommons.unl.edu/podimproveacad%0Ahttp://digitalcommons.unl.edu/podimproveacad
Chickering and Gamson. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39, 3–7.
Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. The IAFOR Journal of Education, III(I), 171–186.
Fukuzawa, S., & Boyd, C. (2016). Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem- based Learning Experience in a Large First Year Undergraduate Class. The Canadian Journal for the Scholarship of Teaching and Learning, 7(1), 1–17. https://doi.org/10.5206/cjsotl-rcacea.2016.1.7
Haque, M. A., Muhammad, Faruki, A., & Islam, M. M. (2019). Student-Centered Learning and Current Practice in Bangladeshi College Education. Journal of Education and Practice, 10(13), 95–107. https://doi.org/10.7176/JEP
Hussain, M. A. (2014). Teaching of Sociology in Colleges : Constraints and Challenges. NU Journal of Humanities, Social Sciences & Business Studies, 1(1), 7–18.
Islam, F. Some Issues of Higher Education in Bangladesh: Analysis of Demand, Problems and Trends. , 2 Prime University Journal § (2008).
Kapitulik, B. P. (2013). Teaching Sociology in Community College: Balancing Ideals with Institutional Constraints. American Sociologist, 44(4), 366–377. https://doi.org/10.1007/s12108-013-9193-6
Klegeris, A., & Hurren, H. (2011). Impact of problem-based learning in a large classroom setting : student perception and problem-solving skills. Advances in Physiology Education, 35, 408–415. https://doi.org/10.1152/advan.00046.2011.
Lammers, W. J., & Murphy, J. J. (2002). A Profile of Teaching Techniques Used in the University Classroom: A Descriptive Profile of a US Public University. Active Learning in Higher Education, 3(1), 54–67. https://doi.org/10.1177/1469787402003001005
Mahmud, M. (2019). Quality and Relevance of Higher Education in Bangladesh. BIDS Critical Conversations 2019. Bangladesh Institute of Development Studies.
Mollborn, S., & Hoekstra, A. (2010). “A Meeting of Minds”: Using Clickers for Critical Thinking and Discussion in Large Sociology Classes. Teaching Sociology, 38(1), 18–27. https://doi.org/10.1177/0092055X09353890
Monem, M., & Baniamin, H. M. (2010). Higher Education in Bangladesh: Status, Issues and Prospects. Pakistan Journal of Social Sciences, 30(2), 293–305.
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: challenges and opportunities. Teaching in Higher Education, 15(2), 175–185. https://doi.org/10.1080/13562511003620001
Nagashima, Y., Rahman, M., Josh, A. Z., Rashed, S., Dhar, S. S., Nomura, S., & ... & Mukherjee, H. (2014). A Study on National University and Affiliated Colleges in Bangladesh (Discussion Paper Series). Retrieved from https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=A+Study+on+National+University+and+Affiliated+Colleges+in+Bangladesh+%28Discussion+Paper+Series%29&btnG=
Nefes, T. S. (2012). Teaching sociology seminars through The Simpsons: Homer under C. Wright Mills’ Eye. Journal of Sociology, 50(2), 115–131. https://doi.org/10.1177/1440783312440755
Rahman, T., Nakata, S., Yoko, N., Mokhlesur, R. M., Uttam, S., & Rahman Asahabur, M. (2019). Bangladesh Tertiary Education Sector Review.
Shahadat, M., Khan, H., Hasan, M., Kum, C., & Prof, C. (2012). Barriers To the Introduction of Ict Into Education in Developing Countries: the Example of Bangladesh. International Journal of Instruction July, 5(2), 61–80. https://doi.org/DOI 10.1007/s11423-009-9132-y
Suoranta, J. (2008). Teaching Sociology: Toward Collaborative Social Relations in Educational Situations. Critical Sociology, 34(5), 709–723. https://doi.org/10.1177/0896920508093364
Zher, N. H., Hussein, R. M. R., & Saat, R. M. (2016). Enhancing Feedback via Peer Learning in Large Classrooms. Malaysian Online Journal of Educational Technology, 4(1), 1–16.
Authors contributing to IJRBS agree to publish their articles under the Creative Commons Attribution- 4.0 NC license, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. Authors retain copyright of their work, with first publication rights granted to IJRBS. However, authors are required to transfer copyrights associated with commercial use to the Publisher. The authors agree to the terms of this Copyright Notice, which will apply to this submission if and when it is published by this journal
Submission of an article implies that the work described has not been published previously( exceptin the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, it will not be published elsewhere in the same form, in English or in any other languages, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication