As student enrolments grow and student diversity increases in many areas of higher education, faculty face challenges to support and ensure individual student learning and development. At the same time, active and experiential approaches to learning are recognized for their potential to develop autonomy and critical thinking, among other valuable skills. However, such approaches are challenging to implement at scale and alter the educator’s role from a directive one to a more facilitating role. This article reports on a questionnaire with 66 business academics at a large Australian metropolitan university that examined teaching experiences at scale and identified perceived barriers and enablers of experiential learning in large classes. Academics reported their lived experiences of teaching at scale and revealed the need to recognize teaching practice as a highly networked and distributed activity. In experiential learning, and particularly in large classes, the locus of control for learning shifts to the student, leading to feelings of disorientation and disempowerment. We make several recommendations for teaching development, faculty, and future research.

在高等教育的许多领域中，随着学生人数的增加和学生种类的增加，教师们面临着支持和确保学生个人学习与发展的挑战。同时，积极主动和经验丰富的学习方法被公认为具有发展自主性和批判性思维以及其他宝贵技能的潜力。但是，这样的方法很难大规模实施，并且需要将教育者的角色从指导性角色转变为促进性角色。本文报告了一份调查问卷，该调查问卷来自澳大利亚一所大型都市大学的66名商业学者，该调查问卷调查了大规模的教学经验，并确定了在大课堂中体验学习的感知障碍和推动因素。学者们报告了他们在大规模教学中的实际经验，并揭示了将教学实践视为高度网络化和分布式活动的必要性。在体验式学习中，尤其是在大班学习中，学习的控制源转移到了学生身上，导致了迷失方向和丧失权能的感觉。我们为教学发展，师资队伍和未来研究提出了一些建议。