Assumptions about online class size are often based on “traditional”, face-to-face (f2f) class experiences. Past studies suggest that the effectiveness of f2f classes is negatively tied to the number of students in the class, and that a range of 12-25 students may be an acceptable plateau for many classes. The ideal may in fact be a 1-to-1, mentor-like relationship between student and instructor–such as described by Bloom as the 2-sigma problem. We can also comfortably state that more students can equal more work for the instructor (more questions, more grading, more interaction)–potentially at the cost of instruction. At the very least we can assume that there are some class sizes at which learning will inevitably suffer (Drago & Peltier, 37), for all courses require some degree of student-instructor interaction, don’t they?

We therefore may be inclined to believe that there must be some correlation in online courses as there is in face-to-face courses. Indeed, a number of commentators on the issue recommend the same class sizes for online courses as have been recommended for traditional courses, even though there is still little research on the effect of class size in online courses. Toth & Montagna conclude that in ten years of research on the subject there is no consistent evidence of a predictable connection between student achievement and online class size. Why might that be? It may be that best practices in education are changing (informed by evolving learning theories and “21st Century” learner needs) such that student-instructor interaction is no longer critical. I think more likely that f2f and online courses are very different animals (though they are not always treated as such by instructors or students). Online courses have a number of specific dimensions of design and instruction that relate to their effectiveness. It may be that through careful course design and effective teaching strategies, online courses can reflect increased class size differently than face to face class size, reducing or even eliminating negative effects depending on the course.

Determining Optimal Class Size for Online Courses

Class size is not the sole predictor of teaching effectiveness in online environments; in “The Effects of Class Size on Effectiveness of Online Courses” Drago & Peltier cite five factors of teaching effectiveness: course structure, course content, instructor support and mentoring, instructor-student interaction, student-student interaction. Of these five they recognize only one as significantly and negatively impacted by class size: instructor-student interaction (31).

Though only one of five factors, instructor-student interacton is by no means a negligible dimension in online courses. Indeed, it may be more important to course effectiveness due to online learning’s larger transactional distance. The fact that students and teachers are rarely if ever in the same place at the same time may lead both to students and instructors to feel isolated, thereby reducing motivation. For students, transactional distance may have the added threat of making students feel unnoticed or unseen, a sense that may increase inclinations toward academic dishonesty. Transactional distance can be counteracted by increasing “presence” of instructor and students in the online environment.

The importance of presence and instructor-student interaction may vary from course to course. Every course is different, and courses and departments have different goals and outcomes to consider. Once we recognize this, we find questions that can help us determine optimal class size:

• Mentoring and feedback. Is learner success reliant on instructor-student interactions? Some courses thrive on learner interaction with informed and knowledgeable experts. If so, decreasing class size may increase instructor-student interaction.
• Teacher load. Do assessments require direct instructor review and feedback? Multiple-choice questions do not, but essay questions do. A course that can be accurately assessed with well-design multiple-choice questions may allow for a greater scale of students than one that needs one that requires more subjective review of individual assessments.
• Classroom community. Could an interdependent learner community support course objectives? If so, large class size may not be an obstacle, but a boon.
• Course curriculum. Are so-called “lower order” thinking skills (remembering, understanding) the focus of the course? This may allow for more objective assessments that can be automated, reducing instructor load.
• Course design. Is the course designed to provide rich, engaging content, relevant learning activities that help learners to take ownership of their learning? A well-designed course that encourages and supports learner independence is probably less reliant on class size for its effectiveness.
• Technology training. Is the instructor fluent with the technology? If s/he is capable of navigating the system rapidly and interacting with students using the best available tools, this may allow for more instructor-student interactions at less cost to their load.
• Course management. Has the instructor good online course management and time-saving strategies? Such strategies can reduce the load of online teaching, allowing instructors to facilitate more students.

Though these questions aim at the core issues of curriculum, course design, and teaching of online courses, they unfortunately are too subjective to predict real numbers for online class size. One must therefore base actual enrollment caps on experience, and it is here that we might as well look to f2f class size as a starting point. It is probably less harmful to students if class size starts as small as possible, increasing semester by semester as informed by both the student and the instructor experiences.

In doing so, here are some ideas to support student success in large online classes without overly taxing the instructor:

• Understand realistically how the online course impacts your faculty load.
• Do not write-off the students as “on their own” or think of Instead, build-in extensive support and maximize contact with students using discussion forums and mass e-mails.
• Invest in developing or implementing cohesive, dynamic, and engaging online course materials as a means of improving the online course overall.
• Train instructors to use the technology to their best benefit, thereby decreasing fear and frustration with the technology while reducing wasted time.
• Teach instructors course management strategies (Turoff & Hiltz) aimed at large courses.
• Shift responsibility for non-critical tasks (i.e. answering e-mail) from the instructor to graders or teaching assistants if possible.
• Leverage class size to the benefit of the students by growing communities of learners, e.g. through groups, peer assessments, etc.

I’m sure there are more ideas out there, and from folks with more experience with large class sizes than me. The real point of this posting is to foster the dialogue through which we might come to practical solutions.

References

• “Class Size – A Dangerous Discussion?” The TLT Group. Retrieved from http://www.tltgroup.org/ProFacDev/DangerousDiscussions/ClassSizeHome.htm
• Colwell, Joy. (2004). “The Upper Limit: The Issues for Faculty in Setting Class Size in Online Courses”. In Proceedings of Teaching Online in Higher Education 2004. Retrieved from http://www.ipfw.edu/tohe/Nov10.htm
• Drago, W & Peltier, J. (2004). The effects of class size on effectiveness of online courses”. Management Research News, 27(10) pp 27 – 41. Retrieved from http://www.emeraldinsight.com/10.1108/01409170410784310
• Online class size: Balancing quality and cost. (2000). Distance Education Report, 4(17), 3.
• Toth, L.S. (2002). “Class size and achievement in higher education: A summary of current research”. College Student Journal, 36(2) pp. 253-261.