Implementation of Active Learning Strategies in a Large-Enrollment Economics Class at a University

Although active learning (AL) strategies have been introduced in multiple contexts, application of the strategies in large-enrollment class still leaves much room for improvement. The purpose of this study was to describe how to apply AL strategies in a large economics class at a university. A total of 297 students on economics course at Kagawa University in fiscal year 2017 were enrolled. Designation of the course consisted of multi-step instructive techniques such as instructor-oriented seating system, multiple times of group discussions, immediate feedback from the instructor, and selection of excellent worksheets and reaction papers. At a practice level, well-designed questions at different levels, and appropriate choice of these questions for group discussions could facilitate instructor-students interactions even in the large class. Students appeared anxious about AL style class at the beginning of the course, but they gradually got used to the style, possibly due to multiple times of group discussions and immediate and meaningful feedbacks from the instructor in class. Text analysis of reaction papers from students revealed that students were impressed by both AL style lessons and the course contents. This study highlights the importance of instructors' active teaching for AL of students in a large-enrollment class.