This study examines student perceptions regarding the effectiveness of small-group work in a large lecture class. The article considers and illustrates from students' perspectives the ways in which small-group activities could enhance comprehension of course material, reduce anonymity associated with large lecture classes, and promote student accountability. In addition, strategies for incorporating these types of activities into the structure of a large lecture class are provided.
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Yazedjian et al. (2007) studied this question.
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