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

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.

Appreciative Inquiry: An Integrative Review of Studies in Three Disciplines

“…Verleysen et al (2015) found that people with direct experience with AI felt that this experience was energizing and generative. Trinh et al (2021) reported that AI facilitated empathy and evoked a sense of larger purpose and a sense of belonging to a group which, in turn, added meaning and value to individuals’ lives.…”

“…Watson (2013b) discussed AI’s application as a diagnosis and evaluation tool, reporting that AI had promoted maximum engagement with learning and development within a group of managers. And, Trinh et al (2021) successfully incorporated the AI method in a large MBA course to foster a hospitable learning space.…”

Experiences That Matter: Unraveling the Link Between Extracurricular Activities and Emotional and Social Competencies

“…The frequent claim that ECAs represent a viable space for developing behavioral competencies has received, so far, little empirical investigation. In analyzing this relationship, we have adopted the lenses of experiential learning theory (Kolb, 1984 , 2015 ), which claims that “learning is a process of creating knowledge through synergistic transactions between learners and their environments, and that learners are active drivers of their learning processes” (Trinh et al, 2021 , p. 3). We assumed that a recursive process of experiencing, reflecting, thinking and acting is activated by the fact that individuals demonstrate a voluntary participation in ECAs and that these activities challenge their skills through experiences that bring them out of their comfort zone.…”

How Fun Overcame Fear: The Gamification of a Graduate-Level Statistics Course

“…From a pedagogical standpoint, she would like to help students overcome their fear of statistics and develop a positive learning identity (Kolb & Kolb, 2009; Trinh, 2019) with regard to statistics. Therefore, she adopted the humanistic gamification design (Deterding, 2019) to create a hospitable learning space (Kolb & Kolb, 2005; Trinh et al, 2021) for students to learn statistics. Specifically, she had three objectives for gamification: create a positive learning experience, encourage more interactions in the course, and facilitate effective knowledge acquisition—in other words, the “fun” of gamification would overcome the “fear” of statistics.…”

“…On average, we had 5.7 journal entries from students; every student submitted at least two journal entries. Student reflection is an appropriate source of data to show the evidence of learning in this course because reflection has long been recognized in management education as a skill for students to develop (Albert & Grzeda, 2015; Betts, 2004; Hibbert, 2013; Pavlovich et al, 2009) and as a component of self-regulated learning (Zimmerman & Moylan, 2009) and experiential learning (Kolb, 2014; Trinh et al, 2021) as well as a self-assessment of learning (Panadero et al, 2016; Yan & Brown, 2017). We also collected students’ feedback from a mid-course evaluation, which was administered at the end of week 4 in the 7.5-week course.…”