Ghanaian university teachers managing large virtual classes regulated learner behaviour through preventive measures such as setting rules and punitive measures such as muting or removing disruptive students¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers of large virtual classes in Ghana used preventive measures (setting participation rules at the outset) and punitive measures (muting disruptive learners' microphones or removing them from the virtual classroom) to regulate learner behaviour. → Inusah Salifu · Usman Kojo Abonyi 2023

Evidence¶

Inusah Salifu · Usman Kojo Abonyi 2023¶

Inusah Salifu · Usman Kojo Abonyi. (2023). Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10151-7

q2 · i? · qualitative · r3

Interview data from twelve university teachers across four Ghanaian universities, analysed thematically under the theme managing learner behaviour. Participants reported setting rules beforehand, muting disruptive students' microphones, or temporarily or permanently removing them. One participant stated, "I set the rules with students before the lecture begins."

"the teachers claimed they had issues regulating the behaviour of large student numbers in their virtual classrooms, and the situation compelled them to resort to measures such as setting rules from the outset on how everybody should comport themselves and muting the zoom microphones of disruptive learners or removing them from the virtual classroom."

Discussion¶

Related Claims¶

• Teachers controlled instructional content in large virtual classes by creating interactive environments through questioning, student presentations and out-of-class discussions, and by using learner-centred methods such as breakout rooms, flipped classroom and case study techniques — related
• Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) — a broader claim this one bears on
• Positive Greetings At The Door Improve Engagement — related
• Teachers of large virtual classes in Ghana faced environmental constraints, inadequate institutional support, learner reluctance to participate, inability to monitor attentiveness, and delayed feedback due to class size — related