| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
