Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Autor/inn/en	Trinh, Mai P.; van Esch, Chantal; Martinez, Hector A.; Messer, Tracey
Titel	Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning
Quelle	In: Journal of Management Education, 45 (2021) 5, S.786-819 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trinh, Mai P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562920980125
Schlagwörter	Management Development; Experiential Learning; Learning Processes; Learning Theories; Large Group Instruction; Barriers; Teaching Methods; Learner Engagement; Educational Change; Active Learning; Inquiry; Masters Programs; Graduate Students; Business Administration Education; Student Attitudes; Cooperative Learning; Business Schools; Foreign Countries; South America + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Aktives Lernen; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Kooperatives Lernen; Ausland; Südamerika
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01