TY - JOUR
T1 - Appreciating Large Classes
T2 - Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning
AU - Trinh, Mai P.
AU - van Esch, Chantal
AU - Martinez, Hector A.
AU - Messer, Tracey
N1 - Funding Information:
We would like to thank David Kolb and Christopher Neck for helpful feedback on earlier drafts of this article. We thank our writing editor, Terry Christenson, for helping us with the flow and coherence of this article. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2021.
PY - 2021/10
Y1 - 2021/10
N2 - Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.
AB - Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.
KW - appreciative inquiry
KW - co-creation of knowledge
KW - experiential learning
KW - hospitable learning space
KW - large classes
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U2 - 10.1177/1052562920980125
DO - 10.1177/1052562920980125
M3 - Article
AN - SCOPUS:85100485760
SN - 1052-5629
VL - 45
SP - 786
EP - 819
JO - Journal of Management Education
JF - Journal of Management Education
IS - 5
ER -