Experiential Learning in the Large Classroom Using Performative Pedagogy

Abstract

Experiential learning (EL) is widely believed to lead to enhanced student engagement. This form of learning, however, may be difficult to implement in the large class sizes so common today. This case study describes an initiative involving performative pedagogy using interdisciplinary teaching and learning in an undergraduate class of 150 students from a change management module in the School of Business and an ensemble performance module in the Music Department in an Irish University. The students utilized acting, music, dance, and role-play in a large enrolment setting. Postprogram surveys and focus group interviews of students found that students responded positively to the initiative. Students also rated the class as more engaging than other subjects in which they were registered. Reflective essays written by students showed evidence of deep reflection and learning and these formed the basis for our discussion of the implications of this approach for management education. Future research should examine the effects of performative learning on student performance in terminal examinations.

Instructional design for effective classroom Pedagogy of teaching

“…It describes the performance of experiential learning and initiative in teaching and learning of students. It also shows deep reflection and positive evidence or learning [30].…”

Contextos y estrategias para el Aprendizaje Experiencial en programas de especialización del campo de la Administración

“…Se ha señalado, además, que los programas de educación de alta calidad en el campo de la administración deben incluir distintos formatos del aprendizaje experiencial como las prácticas de diferentes tipos, tanto en el aula convencional como a distancia, asignaturas diseñadas bajo el enfoque de Aprendizaje Servicio y espacios de formación, donde los estudiantes se relacionan con diversas industrias (Obi et al, 2021). En los contextos en los que se ha empleado el ae, se ha demostrado que predice de manera significativa el incremento en el nivel de compromiso de los estudiantes (Donovan & Hood, 2021), desarrollo de habilidades en el trabajo (Spackman, 2016) y desempeño general (Leal-Rodríguez & Albort-Morant, 2019).…”

Teaching Perspectives on Experiential Learning in Large Classes

“…The first issue (Clancy et al, 2021) focused on contributions which addressed student engagement with experiential learning in large classes. It showcased a variety of contributions which variously examined how student engagement in large classes can be enhanced through increasing participant diversity (Donovan & Hood, 2021), inviting industry experts to collaborate with faculty on assessment (Lyons & Buckley, 2021), designing unique events that mirror the intensity of an entrepreneurial start-up (Hilliard, 2021) or using multiple sources of feedback that could improve learning outcomes (Black et al, 2021). Other articles demonstrated how the very nature of classes with larger student enrolments could facilitate opportunities for experiential learning that are not replicable in smaller classes (Memar et al, 2021;Page et al, 2021).…”