ABSTRACT
‘A common problem reported by staff was the difficulty of dealing with large groups and in particular encouraging student interest and involvement in large classes’ (Ballantyne et al. 2000). IBL can address the educational problem described here, but before it can do so, something has to be done first about the material infra-structure of traditional teaching – because those large classes sit in large rooms. The move from a teacher-centred to a student-centred mode of learning is not simply philosophical, it must also be physical – from an environment designed for lecturing to large groups, to an environment designed for cooperative learning in small groups.
