Consideration of Appreciative Inquiry as a Methodology for Experiential Learning in Large Classes

Abstract

Larger class size (60+ students) has often been assumed to negatively impact the experience and engagement of both students and faculty. We argue that by adopting an unconditional positive regard and an appreciative lens, instructors can leverage the large class attributes often deemed as deficits into resources of experiential learning. Theoretically, Kolb’s Experiential Learning Theory promotes the concept of a hospitable learning space that is learner-centered and psychologically safe, thus allowing for learners to pursue their interests and develop meaningful relationships with classmates and instructor(s). Managing this hospitable space requires instructors to change their educator roles in order to dynamically match with students’ learning styles. Practically, we draw from Appreciative Inquiry, an organizational development intervention methodology, to offer concrete, actionable principles for instructors to effectively facilitate experiential learning processes in their large classes. We conclude with implications for pedagogy and practice.