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ERIC Number: EJ1311424
Record Type: Journal
Publication Date: 2021-Oct
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1052-5629
EISSN: N/A
Available Date: N/A
Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning
Trinh, Mai P.; van Esch, Chantal; Martinez, Hector A.; Messer, Tracey
Journal of Management Education, v45 n5 p786-819 Oct 2021
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South America
Grant or Contract Numbers: N/A
Author Affiliations: N/A