ADVANTAGES AND DISADVANTAGES OF ACTIVE LEARNING IN MEGA CLASSES: A CASE OF SELF-ADMINISTERED CLASS Nikolaos Papazoglou, University of Piraeus Active Learning teaching methods are increasing rapidly due to the need of the Universities to promote high quality education. Conventional teaching has limited offer to the changing business environment and students are obliged to develop even more skills by the time they search for a job. This paper highlights the advantages and disadvantages of such teaching style through a case study of a self-administered mega class. Introduction In this paper the outcome of using active learning 1 methods in mega classes is explored. In particular, with regard to the mega classes, a case study which takes place in Greece is analyzed. According to this case study a variety of active learning projects are used to promote advanced teaching methods in the mega class which is self-administered. It is a challenging procedure, which is based on more than 30 years of experience and requires plenty of both abilities and resources. This paper promotes both innovation and critical thinking as instructors straggle to make lessons more efficient. The contribution of active learning follows the analysis of the key-factors of the case study such as the framework and the active learning projects used during the course. The Learning Environment The case study refers to the undergraduate course in Basic International Business that has been taught every fall semester since 2000 to third-year students, in the Department of Business Administration at the University of Piraeus in Greece by Professor John Thanopoulos 2 . The course which is organized following the standard 1 There is a variety of names referring to active learning or similar terms such as REAL (Rich Environment for Active Learning), SCALE UP (Student-Centered Activities for Large Enrollment Undergraduate Programs), ALC (Active Learning Classrooms), etc. 2 Professor John Thanopoulos has been teaching at the University of Piraeus in Greece since 2000 and at the University of Akron in Ohio State for 18 years. He was awarded the Best Professor in International Business by the World Education Congress in 2012, and the editors of the Internationalizing the Business School: Global Survey of Institutions of Higher Learning, in 2000, acknowledged him as one of the six ‗early pioneers‘ of these types of studies. He also served in various other positions, including Associate Dean for the American College of Greece and Co-chair of the Executive Committee of the Greater Akron Export Association. His more than 100 academic contributions have appeared in a variety of media, including the Journal of Teaching in International Business, Journal of Economic Integration, Journal of