Call for Abstracts for 2024 Special Issue: Large-Enrollment Classrooms
Posted on 2024-01-22The Journal of Teaching and Learning with Technology is issuing a call for proposals for a special issue focusing on applications of technology to enhance large-enrollment classes.
The last several decades have witnessed growth in the use of evidence-based practices to enhance teaching and learning in higher education. Many instructors, particularly of small classes, have implemented frequent use of classroom assessment techniques and instructional practices designed to individualize student educational experiences. However, as class size increases, the sheer change in scale creates obstacles to implementing these evidence-based practices. For instance, something as simple as using low-stakes assessment is daunting, requiring timely grading of perhaps 100, 200, 300, or more quizzes. Even the logistics of course administration can be time consuming and overwhelm the most well-intentioned of instructors. In this context, many instructors of large-enrollment classes have turned to technological tools to facilitate teaching and learning to support student success.
For this special issue, we are looking for articles that address the theme of using technology to enhance teaching and learning in large-enrollment classes. Instructors of small classes who can clearly articulate how teaching techniques in their classes adapt to large classes are also encouraged to submit a proposal. We also welcome collaborative studies between instructors of small and large classes to provide nuance helpful for instructors of all class sizes.
To propose an article for this special issue, please submit a 300-word abstract via this form by February 15, 2024, for data-driven articles, case studies, reflective essays, Quick Hits, or critiques. Abstracts will be anonymously reviewed and invitations to submit a full article will be sent the week of February 25, 2024. The full article will be due June 1, 2024, followed by anonymous review. The target date for publication is December 2024.
Manuscript categories are described below; the form requires you to identify the category of your proposed submission, so we know how to review it.
Articles: data-driven formal research projects with appropriate analysis. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy.
Case studies: an intense analysis of a specific teaching situation or problem that led to a solution. Case studies are well-grounded in the literature and should have the following components: description of the teaching situation or problem, solution or solutions attempted, quantitative or qualitative analysis of the effectiveness of the solution, reflection on the implications and possible generalization to other settings or populations.
Reflective essays: essays rooted in the literature that interrogate current practice, encourage experimentation, or draw novel conclusions.
Quick Hits: a brief description of an innovative teaching practice or an innovative use of a teaching or learning tool. Each quick hit should include a brief description of the activity and its context, necessary materials, including technology, step-by-step instructions for the activity, and evidence of effectiveness (i.e., what were the results of the activity that told you it worked well?).
Critiques: a systematic and detailed assessment of a published empirical study, case study, or reflective essay. A critical evaluation should deconstruct the work, identify both strengths and weaknesses, evaluate it in light of its purpose, and be well-grounded in the literature.
For more information or questions, please contact the journal’s Editorial Team: Michael Morrone (Editor in Chief) or Benjamin Burlingham at facet@iu.edu.