Class size research in online educational environments as compared to other educational settings is very limited. The issue of class size is a perennial one that appears to be the same for face-to-face and distance education. The purpose of this study was to determine which instructional strategies appear to be most effective in designing a spectrum of lower and higher end class sizes to acquire knowledge to enhance instructional design and development for successive improvement and refinement of possible alternatives for large classes. A panel of instructional designers, both scholars and practitioners, participated in a Delphi study aimed at gathering their perception, experience, and knowledge about the application of applied instructional design strategies for class sizes. This information was used to develop a model to show which instructional strategies that appear to be effective for the different class sizes. More importantly, this study provides the foundation for researchers to build upon and further knowledge base for design of larger class sizes.
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