One Size Does Not Fit All: Toward an Evidence-Based Framework for Determining Online Course Enrollment Sizes in Higher Education

What is it about?

Research on online learning in higher education has yielded no coherent guidelines for determining appropriate class sizes across different levels of student learning. These authors conducted a qualitative research synthesis on class size by reviewing 43 recent higher education journals, yielding 58 evidence-based articles found to provide insight. We determined that no one size fits all. Using well-established learning theories, the authors describe current understandings of online enrollments and propose a framework for pedagogically driven, numerically specific class sizes. Results of our analysis reveal that course learning objectives and pedagogical design drive the nature of learning in any given course. Large classes (≥ 40 students) are effective for foundational and factual knowledge acquisition requiring less individualized faculty–student interaction. Small classes (≤ 15 students) are indicated for courses intending to develop higher order thinking, mastery of complex knowledge, and student skill development.

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Why is it important?

Without guidelines, selected course sizes are disconnected from the nature of student learning and faculty pedagogy.

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