Despite the disadvantages of large class sizes identified by Cuseo [1], it is no longer unusual for university class sizes to far exceed 100 students. According to Cuseo, students in large classes typically receive less frequent, poorer quality interaction and feedback from the tutor and show reduced levels of active learning. Blended learning can compensate to some extent for the more rarefied interpersonal contact [2]. However, it is important to recognise the limitations of blended learning and to consider alternative ways of using the precious face-to-face time to improve the students' learning experience. This paper reports on an attempt to improve engagement and performance on a second-year relational database class with around 170 students by re-establishing the personal contact between tutor and students. Attendance levels in the class were low, and performance on the final examination was poor as a consequence. Two specific interventions were introduced into the face-to-face sessions in 2014/15. The first was a dedicated exam practice slot during each weekly lecture, and the second was a schedule of short one-to-one discussions with students during the practical class. Thus students regularly received at least a few minutes of individual attention as well as personal feedback on their exam practice work. The interventions were successful in the sense that the exam results showed a significant improvement via an independent t-test assuming equal variances (t(279) = 5.07, p < 0.01). A follow-up survey was conducted with a sample of students in the trimester following the class. The purpose of the survey was to observe how the students understood and valued the two measures. Our main questions were whether five minutes of face time can make a difference to a student's learning experience in the large class environment, and what is the nature of that difference.
