Class Size Determination and Decision Making in LIS Online Education
Keywords:class size, instructional design, online instruction, course administration
The purpose of this study was to develop a national landscape of the decisions made by LIS programs regarding online course enrollment caps. Online education expands learning opportunities for all students and is particularly attractive to nontraditional students who are more likely to have employment and family obligations that make attending traditional face-to-face classes difficult. At the same time, online learning can exacerbate existing opportunity gaps between certain student groups, depending on how well-prepared students are for online learning. This survey methodology study investigated course enrollment caps and the reasons behind the limits placed by Master of Library and Information Science (MLIS) programs nationwide, in an effort to identify ways online education structures at the University of South Carolina iSchool could be transformed to ensure a resilient future of diverse library and information science (LIS) professionals.
Banas, J., & Wartalski, R. (2019). Designing for community in online learning settings. In L. Green (Ed.). Librarians as online course designers and instructors. Library Technology Report, 55(4), 8-13.
Blatchford, P., Goldstein, H., Martin, C., & Browne, W. J. (2002). A study of class size effects in English school reception year classes. British Educational Research Journal, 8(2), 169-185. DOI: https://doi.org/10.1080/01411920120122130
Brühwiler, C., & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95-108. DOI: https://doi.org/10.1016/j.learninstruc.2009.11.004
Burch, B. (2019). Class size on online courses: What the research says. Quality Matters. https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/research-on-class-size
Burruss, N. M., Billings, D. M., Brownrigg, V., Skiba, D. J., & Connors, H. R. (2009). Class size as related to use of technology, educational practices, and outcomes in web-based nursing courses. Journal of Professional Nursing, 25, 33-41. DOI: https://doi.org/10.1016/j.profnurs.2008.06.002
Cadima, R., Ojeda, J., & Monguet, J. M. (2012). Social networks and performance in distributed learning communities. Educational Technology & Society, 15(4), 296-304.
Calhoun, D. W., & Green, L. S. (2015). Utilizing online learning communities in student affairs. New Directions for Student Services, 2015(149), 55-66. https://doi.org/10.1002/ss.20117 DOI: https://doi.org/10.1002/ss.20117
Carnegie Classification of Institutions of Higher Education. (2018). 2018 update facts & figures. https://carnegieclassifications.iu.edu/downloads/CCIHE2018-FactsFigures.pdf
Chingos, M. (2013). Class size and student outcomes: Research and policy implications. Journal of Policy Analysis and Management, 32(2), 411-438. DOI: https://doi.org/10.1002/pam.21677
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson Education.
Dynarski, S., Hyman, J., & Schanzenbach, D. W. (2013). Experimental evidence on the effect of childhood investments on postsecondary attainment and degree completion. Journal of Policy Analysis and Management, 32(4), 692-717. DOI: https://doi.org/10.1002/pam.21715
Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445. DOI: https://doi.org/10.1525/sp.1965.12.4.03a00070
Green, L., Inan, F. A., & Denton, B. (2012). Examination of factors impacting student satisfaction with a new learning management system. Turkish Online Journal of Distance Education, 13(3), 189-197.
Haynie, D. (2014, September 26). Experts say class size can matter for online students. US News & World Report. Retrieved from https://www.usnews.com/education/online-education/articles/2014/09/26/experts-say-class-size-can-matter-for-online-students
Horning, A. (2007) The definitive article on class size. Writing Program Administration, 31(1-2), 11-34.
Hunter, J., Corcoran, K., Leeder, S., Phelps, K. (2013). Is it time to abandon paper? The use of emails and the internet for health services research – A cost-effectiveness and qualitative study. Journal of Evaluation in Clinical Practice, 19(5), 855-861. DOI: 10.1111/j.1365-2753.2012.01864.x DOI: https://doi.org/10.1111/j.1365-2753.2012.01864.x
Lobry de Bruyn, L. (2011). Testing strategies to enhance online student collaboration in a problem-based learning activity. In F. Pozzi & D. Persico (Eds.), Techniques for fostering collaboration in online learning (pp. 99-123). Information Science Reference. DOI: https://doi.org/10.4018/978-1-61692-898-8.ch007
Lowenthal, P. R., Nyland, R., Jung, E., Dunlap, J. C., & Kepka, J. (2019). Does class size matter? An exploration into faculty perceptions of teaching high-enrollment online courses. The American Journal of Distance Education, 33(3), 152-168. DOI: https://doi.org/10.1080/08923647.2019.1610262
Marcotte, A. (2019, May 1). By the numbers: Library school. American Libraries. https://americanlibrariesmagazine.org/2019/05/01/by-number-library-school/
Moore, M. G. (2019). The theory of transactional distance. In M. G. Moore & W. C. Diehl (Eds.), The Handbook of Distance Education, (4th ed.) (pp. 26-32). Routledge. DOI: https://doi.org/10.4324/9781315296135-4
Moorefield-Lang, H. (2019). Accessibility in online course design. In L. Green (Ed.). Librarians as online course designers and instructors. Library Technology Report, 55(4), 14-16.
Onwuegbuzie, A., & Leech, N. (2004). On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology, 8(5), 375-387. DOI: https://doi.org/10.1080/13645570500402447
Parks-Stamm, E. J., Zafonte, M., & Palenque, S. M. (2017). The effects of instructor participation and class size on student participation in an online class discussion forum. British Journal of Educational Technology, 48, 1250-1259. DOI: https://doi.org/10.1111/bjet.12512
Shin, E., Johnson, T. P., & Rao, K. (2012). Survey mode effects on data quality: Comparison of web and mail modes in a US national panel survey. Social Science Computer Review, 30(2), 212-228. DOI: https://doi.org/10.1177/0894439311404508
Sieber, J. (2005). Misconceptions and realities about teaching online. Science and Ethics, 11, 329-340. Retrieved from https://link.springer.com/article/10.1007/s11948-005-0002-7 DOI: https://doi.org/10.1007/s11948-005-0002-7
Taft, S. H., Perkowski, T., & Martin, L. S. (2011). A framework for evaluating class size in online education. The Quarterly Review of Distance Education, 12(3), 181-197.
Tomei, J. (2006). The impact of online learning on faculty load: Computing the ideal class size for online learning. Journal of Technology and Teacher Education, 14, 531-541. Retrieved from https://www.utm.edu/departments/ncate/documents/onlinefacultyload.pdf
Veletsianos, G. (2020). Learning online: The student experience. John Hopkins University Press. DOI: https://doi.org/10.1353/book.73824
Xu, D., & Jaggars, S. S. (2013). CCRC Working Paper No. 54: Adaptability to online learning: Differences across types of students and academic subject areas. Columbia University Community College Research Center. https://ccrc.tc.columbia.edu/media/k2/attachments/adaptability-to-online-learning.pdf
Copyright (c) 2023 Lucy Santos Green, Kim M. Thompson, Nicole A. Cooke
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.