Large Course Redesign Best Practices

Choose a Model to Organize Your Course

Choose a model to organize your course. Each model has its own benefits. Consider the subject matter, expected learning outcomes, and resources available as you make your decision. Check out what delivery format options (models) are available for more information.

Hybrid Learning / Flipped Classroom Model

Hybrid learning is an umbrella term that describes any learning that combines online and in-person learning. A flipped classroom is a specific type of hybrid learning which entails learners first interacting with course content online and then applying those concepts during and after in-person class time. Flipping the script in this way gives students a chance to practice what they learn in a guided group setting. Of course there are associated pros and cons to this learning set-up. Check out this article to learn about the DELTA Hybrid Learning Grant offered by NC State and how some of its 2023 recipients redesigned their courses. For another example, check out how CSC 281: Foundations of Interactive Game Design was redesigned using a DELTA grant.

If you decide to redesign your course as a hybrid and flipped classroom, check out DELTA’s Hybrid/Flipped Learning Design Framework Outline to get started.

Course Design and Implementation Strategies

• Structure your course clearly so that students know where to go to find the resources they need. In a large course this is exceptionally important to cut down on time needed to help individuals find the resources they are looking for. Build time into the first week of your course for students to get acquainted and ask questions in an open discussion forum– that way commonly asked questions are accessible for everyone. Check out this article on organizing your Moodle course as a jumping off point to setting up your Moodle site. You can also use a course map template to help you structure your course. 
• Spread low-stakes learning opportunities throughout the course to help students track their learning and progress. 
• Include an “Ask the Class” forum in Moodle so students can get help from each other rather than emailing you every question. Further, consider including a list of Frequently Asked Questions (FAQs) from previous semesters, along with your responses to them.
• Include a self-introduction, preferably through video, and ask students to introduce themselves to the class. This is usually done through a forum post (or video) activity to help establish a sense of community. For large courses, group students so they only respond to 4-5 peer introductions.
• Engage your students during class. Consider using storytelling to explain concepts in a meaningful way, connecting with learners by calling them by name, integrating team-based low stakes assignments, and exploring various applications of the same concept (Stachowiak, 2019). Check out this article for more ideas on how to engage students and support learning in large classes.

DELTA workshop recordings are available to help with various online teaching concepts and applications.

Assessment Strategies (Helping to Reduce Grading Burden)

Formative Assessment

Consider incorporating frequent, Low-Stakes Assessments throughout the semester. Some of these could even be graded based on participation. York University’s Guide to Large Classroom Assessments has a load of examples for you to try. Include a variety of things like 1-minute papers, exit tickets (where students submit a summary of core concepts learned after class/at checkpoints), visual collaborative mind maps (like Miro), collaborative annotations (using tools like Perusall), or multi-medium discussion boards like Padlet. Even if some of these assignments are graded on a participation-basis, students are encouraged to interact with the subject matter, and put their knowledge and skills into practice.

Another type of assignment that can allow check-in with your students comprehension while not placing a huge grading burden on you is short written assignments. Assigning “short 200 to 300-word writing assignments in response to a prompt or a few open-ended questions on an exam require[s] students to be concise when solving a problem or explaining their answers” (Foster, 2023).

Additionally, weekly formative quizzes, especially those that use technology for real-time feedback (for example, Top Hat or Wooclap), and quick but engaging collaborative assignments like Think-Pair-Share, are great ways to check in with large classes (Foster, 2023) (Elkhoury, 2021). 

Summative Assessment

When delivering summative assessments like final exams, consider leaning into multiple choice questions as they are quicker and easier to score. Alternatively, using a culminating final project in lieu of an exam is a great way to assess students ability to apply core concepts. If you choose to assign a project assessment, you may scaffold the large assignment into smaller milestones. Setting up milestones helps students structure their project development process, and could help to space out your grading. Furthermore, assigning a project to be completed in groups cuts down on the amount of projects for you to grade. If this is the route you choose to go, incorporating peer and self-assessment into a group project’s grading is another tip to reduce your overall grading burden (Elkhoury, 2021).

Assessment Rubrics

When assessing large courses it is imperative that you use rubrics. Using rubrics not only “makes students aware of all expectations related to the assessment task, and helps them evaluate their own work as it progresses, [but also] helps teachers apply consistent standards when assessing qualitative tasks, and promotes consistency in shared marking.” (UNSW) When designing your rubric, make sure to simplify your grading scale and detail core competencies clearly– this ensures that all teachers, students, and TA’s are on the same page. For more information on how to set up your grading rubrics, check out DELTA’s Rubric Best Practices, Examples, and Templates and  UNSW’s resource on Assessment Rubrics. 

Assessment Tools

In addition to streamlining grading by using rubrics, it is recommended to leverage technology to ease your grading load. Assessments done within Moodle like discussion boards, embedded quizzes, etc. can be automatically graded within the system. One tool DELTA recommends is Gradescope which is integrated into Moodle and uses AI to help score and keep track of students’ grades. Gradescope is a digital tool that allows you to quickly grade things like multiple choice exams, digitally completed assignments, and even hand written assignments. This tool can help you leave feedback on assignments, and keep track of student performance and class trends. For more information on Gradescope’s applications and how to get started, check out this DELTA resource.

Conclusion

Redesigning a large course requires thoughtful planning and the strategic use of resources to address the unique challenges of managing large enrollments while fostering meaningful learning experiences. Each decision plays a crucial role in ensuring success: from organizing course structure and selecting effective models to implementing engagement strategies and streamlining assessments, and grading. By incorporating best practices, leveraging technology, and fostering a sense of community, you can transform large courses into exciting and enriching learning environments. With attention to planning and an openness to improvement, large course redesigns can not only meet the demands of increased enrollment but also become a space for innovation and curiosity.

Resources

Elkhoury, E. (2021, February 3). A guide to large classroom assessments. yorku.ca. https://www.yorku.ca/teachingcommons/wp-content/uploads/sites/38/2021/02/Guide_large_classroom_assessments_FINALa.pdf 

Foster, S. (2024, October 1). Effective assessment methods for large enrolment classes. Times Higher Education. https://www.timeshighereducation.com/campus/effective-assessment-methods-large-enrolment-classes 

Hess, K. (2022, October 10). 6 key questions to build better rubrics. Edutopia. https://www.edutopia.org/article/6-key-questions-build-better-rubrics 

Stachowiak, B. (2019, September 6). How to Engage Students and Support Learning in Large Classes. Teaching in Higher Ed. December 29, 2024, https://teachinginhighered.com/2019/09/06/how-to-engage-students-and-support-learning-in-large-classes/ 

University of South Carolina. (n.d.). Teaching Resources: Adapting Large Undergraduate Courses. https://sc.edu/about/offices_and_divisions/cte/teaching_resources/adapting_large_classes/delivery_options/index.php 

UNSW. (n.d.). Assessing large classes. UNSW Sydney. https://www.teaching.unsw.edu.au/assessing-large-classes 

Temple, T. (2020).  Alternative assessment resources for teaching and learning online. DELTA News. https://news.delta.ncsu.edu/2020/05/01/alternative-assessment-resources-for-teaching-and-learning-online/

Twigg, C. (2005). An overview of course redesign. The National Center for Academic Transformation. Retrieved from http://www.thencat.org/Articles/An%20Overview%20of%20Course%20Redesign.pdf