Hello Adam,
Your point is well taken. The content of the course (level of subjectivity, technical difficulty level, etc.) can be a contributing factor to the optimal size of an online class. Additionally, the learners'skill level with the online environment plays a role in determining the optimal ratio. Very good points. Thank you for your insights.
Dr. S. David Vaillancourt
Dear Dr. Vaillancourt:
Does the course content matter when setting an optimal online student-to-instructor ratio? Also, does the students' level of experience with the subject make some difference? For example, my introductory study skills courses (taught online) are capped at precisely 35 students. In my opinion, this ratio is too high - the students are new to college; their writing level is still improving; and their reading comprehension is growing. If there were, say, 20 students, I could work more effectively with them one-on-one.
However, despite the challenge, students is still manageable. I say for a beginning course that 35 is a maximum number, but that administrators and faculty managers should aim for 20 students per section, if feasible. Introductory students need more of the instructor's time and attention than advanced students do, I've found. My more advanced classes have caps set lower, and I always wonder what causes institutions to set the caps as they do.
What do others think?
Dan,
There aren't many online instructors to agree with that number. Thank you for your considered input.
Dr. S. David Vaillancourt
The optimal ration is about 15:1. With a larger ration the class becomes impersonal because it is too difficult for the students to participate in a class "discussion" via the discussion board. If the class is smaller than this ration then it is sometimes difficult to keep the discussion boards lively.
Dan,
Your numbers and descriptions add up correctly, for me. Dynamic classroom discussion and synergy is often more robust when you can have 15 or so students. Thank you for your insights.
Dr. S. David Vaillancourt
Thanks for your further insight.
Sandra Flemming
From experience with from 5 up to 25 students I believe that about 15 is the ideal. If you have fewer than 15 I find that the quality of the discussions deteriorates. With more than 15 it is very difficult to keep track of all the comments in the discussion board. Also, I think that with 15 students in the class everyone feels that the online class is more like an online community.
So, I think you need enough to have good discussions and not so much that it ceases to feel like a community.
Sandra,
The experiences you share and lessons learned make good sense. The student interactivity within the chat room of the larger class is one of the key elements of online learning. As you indicated, definite improvements occur when the student to student interaction is based on the academic goals of the class. As facilitator you are able to accommodate the real-time (synchronous) discussion and encourage all of the students attending the forum to have some level of participation. The asynchronous forum has a very narrow window of dynamic interchange and relies on the student to retrieve the information, as you pointed out. This format of a mostly text-based, mostly asynchronous, online learning environment is the predominant forum used in today's postsecondary online classroom. The move is already underway to provide students with interactive, scenario-based, student-to-student/teacher-to-student, A/V-based (as opposed text) learning activities.
The interactive prompting that takes place in the synchronous chat room allows the student to participate as a responsive party, as opposed to having the responsibility of initiator for all actions during and asynchronous text-based session. This real-time interactivity was recognized by Vygotsky, and others, as a key component to facilitate learning.
Very good post and thank you so much for sharing your insights.
Dr. S. David Vaillancourt
Leo,
Yes, that is a good assumption. The idea for optimal, in this case, is to maximize the educational experience for the student.
Dr. S. David Vaillancourt
I facilitate online courses for two different "for profit" schools. One school has a ratio of 20:1; while the other school may allow 35:1. During a five week session that I just ended, the student enrollment began 35:1 and ended 34:1. Of these 34 students, I graded 28 final papers. The remaining students got behind and could not catch up. I believe that class size impacted my ability to reach out to those struggling students.
I sent reminder messages and asked students if they required assistance; some responded and others did not.
At the university with the larger class size, though there are apparent disadvantages such as reaching all students as well as the ability to provide detailed and formative feedback on assignments, there have been some benefits. A larger class size almost assuredly provided a more robust discussion during the recorded Live Chat. Students who attended the chat (I always had attendees) asked questions that were not on my prepared script. Because of student attendance, I could actually see an overall improvement in student grades on assignments as it was apparent many listened to the recorded version of the chat. A smaller class size may not afford such an opportunity and I may have missed the obvious questions that students may actually have. From an evaluation of one of my chats from earlier sessions, the students suggested that I spend more time discussing the assignments. I took the students’ advice and the improvements have been noticeable in overall student performance. I find that the discussion board responses are more engaging and vigorous in larger classes. A “more the merrier†type setting. Grading time is an entirely different dialog.
At the other university that I instruct with only asynchronous instruction and smaller faculty and student ratios, there is often a disconnect with students. Some will ask a question on an open question thread, and the others don't read the open Q/A forum. Someone will make the same mistake that did not have to occur if they had just read the comments.
So, ideally I believe that the student ratio should be no more than 20-25:1; but some positives do exist in larger class sizes.
15-20 assuming you are talking about quality education with good interactions.
Ginny,
I particularly like your focus on the student-to-student relations' impact on the learning environment. This is often not addressed as many instructors spend any 'extra' time trying to accomplish the (very important) individual attentions to each student. Working some of the student-to-student dynamics can be very beneficial. Very good - thanks.
Dr. S. David Vaillancourt
Hi Dr. V,
My personal preference is 11-14. It would seem that these numbers are ideal for some relationship development among the students. As these interpersonal relationships develop, students begin to discuss their ideas with each other and the class. I have found that if there are less students, the participation level drops. It would seem that students enjoy having someone to "bounce" their ideas off. If there are more students, it seems like maybe the students are overwhelmed by the additional people in the classroom, thus providing for limited feedback and participation by the students. For myself, I find it harder to work with fewer students than more students. When you have more students, it becomes challenging to respond to every post and every assignment in a fast paced classroom, but it can be done. In a classroom with fewer students, it is much easier to keep up, perhaps even too easy. With fewer students, they all post their discussion board and reply to everyone in the class. The individual personality, uniqueness and creativity seem to decline and this makes it a little harder to give individual feedback without becoming repetitious.
Thank You.
Ginny Anderson-Klasen
Ervin,
This range is recommended by many good online instructors of postsecondary institutions. Good comment. Thanks for sharing.
Dr. S. David Vaillancourt
I believe the best ratio is about a 20 to 1. I have found that when teaching a clad of 20 to 26 it seems that I have a higher non-participation rate. A good class of 15-20 seems to be the best in scores snd participation.
Don,
Your approach would make for a strong facilitator. The Socratic questioning method is a great catalyst for keeping the conversation on track and enhancing the depth of the discussion. This looks like a good foundation for being an effective "guide on the side." Thank you for your contribution.
Dr. S. David Vaillancourt
This is my first exposure to on-line class facilitation, I teach at a private school in a traditional setting. The optimum student to instructor ratio in my eyes would be approx 20. The approach taken would be to break the students into groups of five, with one lead; who is responsible for coordinating group projects assigned. For instance, discussions would begin with the lead for the first project, he or she will respond to a discussion question citing their work all along. This keeps the discussion focused while not getting off track with opinions. Members of the group must add to the discussion, a simple agree is not acceptable. It must be well thought out, concise, and to the point. As the facilitator I will monitor the board to keep the flow correct, while building the confidence of the students… intervening when necessary but not damaging each students self esteem.
Leslie,
Your comments coincide with the majority of instructors who have replied. Twenty to twenty-five (some advocate less) seems to be optimal for most postsecondary class sections. The individualized approach is evidenced by the research to have a significant positive impact on learning. Thank you for your insights.
Dr. S. David Vaillancourt
I feel that just like an on-ground class, a lower number of students means more time can be spent on individual students. A more personalized experience can come from this. This is not easy to achieve in an online format. I think that no more than 25:1 is an ideal ratio.
Tom,
This is very consistent with many postsecondary online instructors. Many institutions and some accrediting bodies are discussing class section caps in the mid-twenties. While this may not be the ideal many would want, it is better than the 30-35 (or more) that are sometimes seen. Thanks, again, for your input.
Dr. S. David Vaillancourt
