Pedagogical Strategies for Effective Purposive Communication Instruction in Large Classes

This study employed a qualitative research design to investigate the challenges and effective strategies for teaching Purposeful Communication to college students in large classes. Key challenges identified include physical constraints, limited individual attention, and accommodating diverse learning styles. Findings indicate that instructors can address these issues through strategies such as creative space utilization, small group activities, peer feedback, and differentiated instruction. The study’s implications suggest that instructors can enhance student engagement and learning outcomes by adopting these approaches, while educational institutions and policymakers can support effective large-class management through resources, training, and consideration of class size in policy decisions.