Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

体验式学习已被证明是一种有效的学生学习方法，但在大学生班级中的使用仍然受到限制。科尔布的经验学习理论强调，经验学习需要一个有利于学习的好客的学习空间（HLS）。在本文中，我们将大型班级体验式学习的挑战重新归类为创建和维护HLS的失败，并提出了鉴赏性探究作为解决此问题的一种方法。鉴赏性探究是一种组织发展方法，从业人员已成功地使用它来吸引大型团体，以利用他们的优势和资源。首先，我们将HLS描述为一个总体理论框架，以解决在大班进行体验式学习时缺乏参与的问题。第二，我们使用欣赏性探究的原则为面临这些挑战的讲师提供可行的建议。最后，我们通过欣赏性探究的使用，认为大班的某些特征可以以一种欣赏性的方式被视为可利用的资源，从而为学生产生一种引人入胜的体验式学习过程。