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

Abstract

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.

An Investigation of the Use of Physical Manipulatives to Enhance the Conceptual Understanding of Operations on Fraction Among Pre-Service Teachers

“…By providing students with concrete means of comparing and manipulating quantities, manipulatives such as pattern blocks, tiles, and cubes can aid in the development of solid, interconnected understandings of mathematical concepts. Utilising Manipulatives effectively can aid students in connecting ideas and integrating their knowledge, thereby enhancing their comprehension of mathematical Experiential learning theory, for instance, is predicated on the notion that knowledge acquisition is enhanced when students engage in active processes (Black et al, 2021;Dowling et al, 2018). Mathematical instruction can be more effective, dynamic, and engaging through manipulatives.…”

Improving Student Interview Preparation Through Collaborative Multimodal Mock-Interview Assignments

“…Collectively, students could be interviewed by classmates, other students not in the same year in college, industry professionals, and peer educators at their institutions' career centers. Multiple sources of feedback compared with a single source of feedback are likely to lead to enhanced experiential learning and career preparedness for students (Black et al, 2021). Nevertheless, the benefits of multiple sources of feedback in a mock-interview assignment have received little attention in the sport and recreation pedagogy literature.…”

The 2022 Roethlisberger Award: Experiential Learning and Large Class Size as Themes of the Year

“…Black et al’s (2021) article is timely in its address of growing challenges across universities: class sizes are increasing; students are under-engaged; and organizations want more “work ready” hires. Experiential exercises are an effective remedy to some of these problems, but overworked faculty and large numbers of students are not enablers of this pedagogical tool.…”

“…Each reviewer evaluated three different articles and rated each on 10 different criteria including the following: originality and innovative nature of article content; relevance of article content to contemporary management issues; depth of critical thinking encouraged by article content; ease of article content to be adopted into courses; potential of article content to impact the greatest number of students; potential of article content to have a deep and lasting impact on students; potential of article content to reach across management disciplines; significance of article content in making a contribution to the field of management; ability of article content to make an impact both today and in future years; and overall assessment of article. Black et al's (2021) article is timely in its address of growing challenges across universities: class sizes are increasing; students are under-engaged; and organizations want more "work ready" hires. Experiential exercises are an effective remedy to some of these problems, but overworked faculty and large numbers of students are not enablers of this pedagogical tool.…”