Teaching in the time of massification: exploring education academics’ experiences of teaching large classes in South African higher education.

Abstract

This interpretive research study sought to explore education academics’ experiences of teaching large classes in South African higher education. An extensive reading of the topic under study was conducted and the literature reviewed revealed that large classes were problematic to a conducive learning environment for both academics and students. This study sought to explore academics’ lived experiences and used phenomenology as the theoretical framework. As a qualitative research study, the researcher had initially hoped to generate data using face to face semi-structured interviews. However, this approach proved challenging due to the Covid-19 pandemic. The researcher, therefore, generated data using semi-structured interviews through Zoom meetings. Eight education academics from one South African university in Kwa-Zulu Natal were selected using purposive sampling, hence; this study does not claim to be representative of all South African higher education academics. The focus of the study was on exploring and interpreting academics experiences’ of teaching large classes. These interviews were recorded and the recordings were then transcribed to make meaning of the academics’ experiences. Generated data was analysed using thematic analysis. Findings of this study revealed that the academics that participated in this study were mostly frustrated by teaching large classes due to many factors including inadequate infrastructure and lack of material support which compromised their engagement with individual students. The study concluded that large classes were here to stay and need to be managed better with reduced class sizes to improve educational outcomes.