Teaching in a large-size classroom differs significantly from teaching in a small-size classroom in terms of engagement, interaction, and instructional methods (Wang & Calvano, 2022). In a large classroom, instructors often face challenges in creating personal connections with students, maintaining attention, and ensuring active participation (Wang & Calvano, 2022). This setting typically requires the use of technology, structured activities, and clear organization to manage the diverse needs of a larger audience. Oppositely, small classrooms allow for more intimate interactions, personalized feedback, and flexible teaching methods (Wang & Calvano, 2022). Students in smaller classes often feel more comfortable asking questions and engaging in discussions, fostering a collaborative learning environment. While large classes emphasize broad-reaching strategies like lectures and group activities, small classes enable individualized instruction and deeper exploration of topics (Wang & Calvano, 2022).
Teaching Complex Subjects in Large Hybrid Classrooms
Teaching complex subjects in a large classroom across campus presents unique challenges, especially in a hybrid format that combines in-person and remote learners (Ochs, Gahrmann & Sonderegger, 2024). In this setup, students from one campus attend the class physically, while their counterparts in another campus join as a group in classroom via Zoom, creating a complex dynamic that demands meticulous planning and adaptability. The diverse needs of in-person and virtual students must be balanced to ensure equitable learning experiences. Maintaining engagement across these modalities can be difficult, as instructors need to address potential technological disruptions, varying levels of participation, and the limitations of remote interaction (Ochs, Gahrmann & Sonderegger, 2024). Additionally, fostering a sense of community and ensuring effective communication among students across locations requires innovative teaching strategies. These challenges are amplified by the intricate and complex subjects, which demands not only theoretical understanding but also practical application, making effective teaching in this environment both demanding and rewarding (Ochs, Gahrmann & Sonderegger, 2024).
Enhancing Engagement with Technology
Overcoming the challenges of teaching complex subjects in a large hybrid classroom requires a combination of thoughtful planning, technological integration, and a focus on creating inclusive learning experiences (Beatty, 2019). To address the disparity between in-person and remote students, instructors can implement strategies that ensure both groups feel equally engaged. For instance, utilizing high-quality, audio-visual equipment, such as multiple microphones and wide-angle cameras, can help remote students feel more connected to the physical classroom (Columbia Center for Teaching and Learning, 2021). Additionally, starting each session with a shared activity, like a case-based discussion or a live poll, ensures that all students participate actively from the outset, regardless of location (Beatty, 2019).
To enhance interaction, instructors can assign mixed-location breakout groups where students collaborate via Zoom on case studies. This not only bridges the gap between campuses but also fosters teamwork and communication skills (Columbia Center for Teaching and Learning, 2021). Clear communication of expectations for both in-person and remote students is essential, ensuring everyone understands their roles in contributing to discussions and activities.
Technological hiccups are inevitable, so having a dedicated teaching assistant or tech support available during class can be invaluable in troubleshooting issues quickly, allowing the instructor to focus on teaching. Recording lectures and making them accessible online ensures that students who encounter problems or need additional review have the resources they need to succeed (Columbia Center for Teaching and Learning, 2021).
Simulation-Based Learning and Community
To make the content more engaging and practical, incorporating simulation-based learning tools can bring complex concepts to life for all students. Regular feedback loops, like short quizzes or reflective journals, can also help instructors gauge understanding and adapt their teaching as needed.
Building a sense of community across campuses is crucial (Columbia Center for Teaching and Learning, 2021). Facilitating cross-campus peer mentoring programs and hosting periodic live Zoom forums where students can share experiences or ask questions can help bridge the physical divide (Columbia Center for Teaching and Learning, 2021). These efforts not only enhance learning but also prepare students for collaboration in diverse settings.
Utilizing Case-Based Learning
As we continued to refine our approach to teaching students across campus in a hybrid classroom, we embraced the power of interactive and student-centered strategies to make the learning experience more engaging and meaningful. Specifically, combining the strategies, in our medical surgical nursing care course, we utilized clinical scenarios to allow students to explore the complexities of pathophysiology, treatment plans, and nursing interventions, turning theoretical concepts into practical knowledge. This approach not only bridged the gap between theoretical knowledge and practical application but also provided a platform for students to actively engage with complex subjects.
To maintain energy and focus on the room, we integrated polling tools like Poll Everywhere, transforming traditional lectures into dynamic sessions where students could test their understanding and compete in friendly quizzes (Columbia Center for Teaching and Learning, 2021). Occasionally, we paused the lecture to pose a thought-provoking question, encouraging students to discuss it with a partner before sharing their insights with the class. This “think-pair-share” approach not only fostered critical thinking but also ensured everyone had a voice.
The Flipped Classroom Model
To further enhance engagement, we adopted a flipped classroom approach. Instead of dedicating class time solely to lectures, we provided pre-class materials such as videos, readings, or podcasts that covered foundational concepts (Ochs, Gahrmann & Sonderegger, 2024). Students arrived prepared, allowing us to use precious in-person or virtual time for deeper discussions, problem-solving activities, and even simulated case scenarios (Ochs, Gahrmann & Sonderegger, 2024). This shift empowered students to take ownership of their learning and made our class sessions more interactive and impactful.
Group Activities and Role-Playing
Group activities is another cornerstone of our incorporated teaching strategy. Breakout groups, whether in person or via Zoom, allowed students to tackle complex topics together, fostering collaboration and peer learning. Role-playing exercises added a creative dimension to our sessions, with students taking on roles as nurses, patients, or family members to navigate realistic clinical situations. These activities not only solidified their knowledge but also honed their communication and teamwork skills.
Technology integration played a pivotal role in bridging the gap between campuses. Learning platforms like Canvas provided a centralized space for interactive forums and quizzes, keeping students connected regardless of their physical location (Columbia Center for Teaching and Learning, 2021). For particularly challenging topics, we introduced virtual reality tools into our simulation class, enabling students to visualize nursing care techniques and procedures in an immersive way that traditional methods couldn’t achieve.
Active Learning and Gamification
Active learning techniques became invaluable in reinforcing key concepts. Concept mapping helped students connect symptoms, diagnoses, and interventions visually, turning complex relationships into understandable frameworks. The jigsaw method added another layer of engagement, dividing topics among groups and having each group teach their segment to the class, ensuring a collaborative and inclusive learning environment.
We also found that gamification could transform even the densest material into something exciting. Whether through “Jeopardy” games or trivia challenges, these activities injected fun into our sessions while reinforcing critical concepts. Reward systems, such as small prizes or participation points, motivated students to stay engaged and strive for excellence.
Creating a Support System
Lastly, recognizing that the demands of medical-surgical nursing were substantial, we prioritized creating a robust support system for students. We made ourselves available through office hours and tutoring sessions, providing extra help for those who were struggling with the material (Columbia Center for Teaching and Learning, 2021).
As the semester continued, it became clear that these combined strategies were not just about teaching the content, but about preparing students for the challenges of real-world nursing practice. By weaving these strategies into our teaching, we saw a remarkable transformation in the classroom dynamic. While teaching in a large hybrid classroom posed its challenges, the rewards of seeing students grow in confidence, skill, and empathy made every effort worthwhile. The hybrid model, while complex, proved to be an invaluable platform for fostering an adaptable, inclusive, and deeply engaged nursing community.
Fang Lei, PhD, MPH, RN, is the managing editor of the Interdisciplinary Journal of Partnership Studies and an assistant professor and Global Health Faculty Scholar at School of Nursing, University of Minnesota. She is an ambassador at the Center for Interprofessional Health, University of Minnesota, and served in the Sigma The tau Zeta chapter as a Governance Committee member. Her highest degree is Doctor of Philosophy in Nursing from the University of California Los Angeles. Lei’s research areas of interest are cancer prevention and care, cross-cultural research, and instrument development. She has worked with several journals as a reviewer and guest editor. She has published more than 40 research articles as the first author and is the author of one chapter and a reviewer for other chapters in Fundamentals of Nursing (S. Miner, Ed.). Lei has experience teaching in undergraduate and graduate level nursing courses for 8 years and published several research articles related to interdisciplinary education in peer-reviewed journals.
References
Beatty, B. (2019). Hybrid-Flexible course design: Implementing student-directed hybrid classes (1st ed.). EdTech Books. Retrieved from https://edtechbooks.org/hyflex
Columbia Center for Teaching and Learning (2021). Five tips for hybrid/HyFlex teaching with all learners in mind. Columbia University. Retrieved from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/five-tips-hybrid/
Ochs, C., Gahrmann, C. & Sonderegger. A. (2024). Learning in hybrid classes: the role of off-task activities. Scientific Reports, 14, 1629. https://doi.org/10.1038/s41598-023-50962-z
Wang, L. & Calvano, L. (2022). Class size, student behaviors and educational outcomes, Organization Management Journal, 19, 4, 126-142. https://doi.org/10.1108/OMJ-01-2021-1139
