The Relationship between Class Size and Performance










Adding the Evaluation


Walden University


December 31, 2017


Adding the Evaluation

The Relationship between Class Size and Performance

Qiu, Hewitt, and Brett (2012) highlighted the relationship between class size and the size of notes taken and read by students in online classrooms topic in their study online class size, note reading, note writing, and collaborative discourse. According to the authors, there is a direct relationship between class size and the size of notes taken and read by students in online classrooms. This implies that the larger the class size, the more notes students, and instructors will take, and the smaller the class size, the fewer the number of notes taken by students and instructors in an online classroom (Qiu, Hewitt (2) & Brett, 2012). In fact, class size is one of the significant factors affecting student’s performance in the face-to-face learning context. However, Qiu, Hewitt, and Brett (2012) contended that only a few studies had explored the effects of virtual class sizes on note reading and note writing as well as collaborative discourse. They posit that online class settings can affect the structure of an asynchronous online discussion to engage the students in a meaningful discourse (Qiu et al., 2012). Apart from class size, the authors discussed another important topic in online learning- the association between small discussions groups and performance as indicated.

Based on the analysis of the relationship between class size and student performance as presented by Qui, Hewitt, and Brett (2012) it was clear that there is a relationship between these two variables. Most studies investigating the impact of class size on classroom performance have focused on the face-to-face classroom settings in spite of the rapid increase of online classes. I(3) believe that the development of technology has enabled students from all over the world to access educational opportunities in spite of their location in the world. Therefore, it is essential for more studies to determine how the class size would impact the online classes’ students’ performance,

the significance of small group (4)discussions and performance in online learning

. The authors also pointed out that little discussion groups in virtual graduate classes can help in improving cooperation and collaboration among students thereby enhancing their performance. This is because information exchange is quicker and more efficient in smaller groups of students than in large groups or the whole class. Hence the burden of knowledge exchange associated with large classes is reducible through the creation of small discussion groups. Also, when a class is big with more than 15 students, the students are more likely to be anxious thereby becoming less attentive (Qiu et al., 2012). This is an important point in the journal as it provides a possible solution to the identified problem. Of course, collaboration is especially essential in the online learning environment where learners are typically isolated without the common social support mechanisms found in the classroom-based learning environment. It is for this reason that Hutchinson (2008) posits that given that collaborative groups help in achieving consensus as well as shared classroom authority, individual accountability is essential in ensuring that every participant in a group can develop through cooperative learning. Finally, the authors examined the importance of software tools for collaborative discussions among online learners.

It is highly likely that the arguments by Qui, Hewitt, and Brett (2012) with regards to the impacts of small discussion groups on classroom performance are correct. I similarly believe that the lower discussion groups are, the most efficient they are than having large classes. This(5) is likely to be because smaller groups give all students the chance to participate in the classroom activities actively.

The Importance of Software Tools for Collaborative Discussions in Virtual Learning

The authors assert that multimedia software such as WebKFraises, the levels of cooperation, coordination, and communication among students and between students and instructors on an online platform is excellent. The features in such software allow for reading, discussions, and commenting when learning, and the tools also help interpret complex concepts, which saves time by assisting the students (Qui, Hewitt & Brett, 2012). Indeed, online technology facilitates the transfer of knowledge as well as feedback. Collins and Halverson (2009), in their support, posit that technology can support as well as enhance learning, knowledge acquisition as well as improvement of intellectual analysis. This is to say that students can use software to improve interaction and collaboration among themselves, not bearing in mind that it can be productive in marrying appropriate the online technology with instructional strategies.

As Qui, Hewitt, and Brett (2012) claimed, technology can be used to improve the quality of learning in online classrooms. The authors mention that multimedia software such as WebKFraises can be used to enhance the level of coordination, communication, and cooperation between the students in online classes. However, the software application in online learning(6) that facilitates these functions more efficiently if it focused on information exchange, a rather small interaction between students.



Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Columbia University, Teachers College Press

Hutchinson, D. (2008). Teaching practices for effective cooperative learning in an online learning environment (OLE). Journal of Information Systems Education, 18(3), 357–366. Retrieved from the Walden Library Databases

Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse. International Journal of Computer-Supported Collaborative Learning7(3), 423-442. Retrieved from the Walden Library Databases



Professor Feedback

Thank you for submitting the Week Five Assignment. I enjoyed reading your work and ask that you take a moment to review the feedback I left for you (see highlighted in-text and numbered below). If you should have any questions, great or small, please do not hesitate to ask.

Prof. Ray

(1) Review the format of an APA header

(2) Good, these are very good in-text citations

(3) while not incorrect, there is really no need to write this in the first-person point of view

(4) Capitalization

(5) Good Analysis

(6) Good Analysis

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