چکیده (انگلیسی):

Although large classes in and of themselves are pragmatic for universities, they can be
challenging for both students and instructors. The purpose of this study was to investigate
pedagogical strategies that instructors teaching large classes can utilize to create positive
student-instructor interactions to counter these challenges. Both quantitative and qualitative
data were collected by means of two online surveys with undergraduate students enrolled
in two large consumer studies courses. The data suggested that strategies such as
self-disclosure, caring leadership, and making the class feel smaller have positive implications
for undergraduate students, faculty, the department, and the university.