Participation and collaborative learning in large class sizes: wiki, can you help me?

An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb’s experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

Section: Sources Of Student Feedbackmentioning

confidence: 99%

mentioning

confidence: 99%

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Black

DeGrassi

Sweet

2021

“…While there are no easy answers to these challenges, in such circumstances faculty need to be creative in how they engage students to think critically about issues beyond profitability. For example, one study found that the use of wikis can facilitate collaborative learning and active student involvement (de Arriba, 2017).…”

Section: Escaping Misinformation: Paving a Road Toward The Recovery Omentioning

confidence: 99%

The Menace of Misinformation: Faculty Misstatements in Management Education and Their Consequences

Giacalone

Promislo

2019

In this essay, we explore the misinformation that management professors give to students in the classroom. Although faculty do not intend to deceive students with this misinformation, nevertheless, it can have damaging consequences, including undermining students’ well-being and limiting their aspirations. We discuss two general types of misleading statements: misinformation about the economic model (e.g., that money and material possessions lead to happiness) and misinformation about what matters in life (e.g., that career success is the most important component in the fabric of life). Most of this misinformation is deeply rooted in our materialistic culture and economic system, and a belief in profit maximization as a predominant goal. Last, we discuss ways in which faculty can escape from providing this misinformation and help students find fulfilling paths in life.

“…A number of approaches have been used to mitigate the negative consequences of being a member of a large class. This includes discussions of the pedagogical benefits and assessment of IT (de Arriba, 2017; Maringe & Sing, 2014; Mtshali, Maistry, & Govender, 2015; Saunders & Hutt, 2015; Schaffer, Young, Ligon, & Chapman, 2017), MOOCs (Maringe & Sing, 2014), lecture capture (Freeman, 1998; Owston, Lupshenyuk, & Wideman, 2011), supplementary media (Saunders & Hutt, 2015), student-response systems (Hancock, 2010; Heaslip, Donovan, & Cullen, 2014; Mayer et al, 2009; Patterson, Kilpatrick, & Woebkenberg, 2010), peer-teaching and peer-assessment (Asikainen et al, 2014), and flipped classrooms (Eichler & Peeples, 2016). However, much of the evaluation of such programs is conducted from the perspective of the provider and few include detailed qualitative accounts that explore the nuances of how the mode of assessment has affected the learner and the experience of learning (Cullen & Turnbull, 2005).…”

Section: Overviewmentioning

confidence: 99%

Journal of Management Education Special Issue: “Experiential Learning in Large Classes”

2019

The teaching of large classes has received increased attention in the Scholarship of Teaching & Learning literature, but the study, and delivery, of experiential learning in the context of large classes has received considerably less scrutiny. Most peer-reviewed articles tend to discuss the large class context in relation to the difficulties and problems that emerge from the massification of higher education (Usher & Cervenan, 2005) during a time of significant resource restrictions for universities (Ferlie, McGivern, & De Moraes, 2010; Cullen, 2011). Lund Dean and Wright (2017) demonstrate how calls for increasingly engaged teaching approaches have coincided with larger class sizes. Although student engagement with large class teaching is discussed, the challenges and opportunities of experiential learning in such contexts is rarely theorized or researched. The experience of either being a member of a large class (Boland, 2011), or teaching or assessing a large class, is often presented as something that is of a lower quality than the smaller class experience. Key thinkers on critically reflexive teaching practice often discuss engaged pedagogy as something that can best happen in small group contexts. Some research has demonstrated that being enrolled in a large class can have an impact on educational attainment as a result of being precluded from receiving formative feedback