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.

大量文献研究了高等教育中体验式学习的好处和挑战。同时，大学和学院增加了在线和面对面的大班部分的利用率。迄今为止，很少有研究研究在大型班级中利用经验学习的好处，同时减轻挑战的机制。本文旨在通过提供Kolb的体验学习框架的扩展来解决大型课堂中的体验学习活动的一些固有问题。借助多源反馈文献，我们整合了采用自我评估，同伴协作和社区参与的多源评估流程，以增强体验式学习成果。我们建议此过程将有助于减少教职员工的反馈和指导要求，同时增加大班级的学生参与度和职业准备程度。我们认为，我们的框架提供了一个可行的模型来促进学生的学习，阐明教育学领域中未被充分研究的领域，并解决大型教室中管理讲师面临的实际问题。最后，我们提供了三种不同类型的管理课程的试点研究和实施示例，并提出了未来的研究方向。并解决了大型教室中管理讲师面临的一个实际问题。最后，我们提供了三种不同类型的管理课程的试点研究和实施示例，并提出了未来的研究方向。并解决了大型教室中管理讲师面临的一个实际问题。最后，我们提供了三种不同类型的管理课程的试点研究和实施示例，并提出了未来的研究方向。