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¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Teachers managed instructional delivery in large virtual classes by creating interactive virtual environments and utilising the learner-centred approach, including Zoom breakout rooms, flipped classroom and case study techniques. → 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 theme on managing instructional delivery. Teachers asked questions throughout lectures, required students to log in with their names, held WhatsApp video discussions outside lecture times, and used Zoom breakout rooms where student representatives led discussions, plus flipped classroom and case study techniques.
"They had the experiences through the attempt to create interactive virtual environments and to utilise the learner-centred approach."
Discussion¶
Related Claims¶
- 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 — 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
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
- During the pandemic teachers employed an array of digital tools, including non-institutional ones, to maintain content delivery and promote interaction — related
- Designers' intents for interactive features cluster into two themes: attention-getting and engagement techniques — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
large-virtual-class-instructional-content-control |
title |
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 |
description |
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 suc... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — inusah-salifu-usman-kojo-abonyi-2023 |
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