Most of the literature has viewed large classes as a problem and a challenge. Furthermore, large classes are often presented to be an obstacle to students’ experiential learning and a multitude of solutions can be found in the literature to manage large classes; solutions that include innovative technologies, alternative assessment designs, or expanding the capacity of delivery. This conceptual paper advocates that large classes, when used intentionally as a pedagogical tool, can be a powerful means for socialized and experiential learning for our students. In this work we connect the phenomenon of large classes with social network theory and concepts to re-conceptualize large classes as a social micro-cosmos consisting of a multitude of interconnected student communities. On this conceptual basis we offer three positive features of large classes: (i) higher levels of freedom for students to learn in their own terms (ii) learning from a diverse body of students and (iii) the provision of meaningful experiences of learning. We conclude with suggestions that should enable educators in large classes shift from an individualistic psychology-based model of experiential learning to a sociological model of experiential learning.

大多数文献都将大班视为一个问题和挑战。此外，大班经常被认为是学生体验式学习的障碍，在文献中可以找到许多管理大班的解决方案；包括创新技术、替代评估设计或扩大交付能力的解决方案。这篇概念性论文主张，当有意将大班用作教学工具时，可以成为我们学生进行社会化和体验式学习的有力手段。在这项工作中，我们将大班现象与社交网络理论和概念联系起来，将大班重新概念化为由众多相互关联的学生社区组成的社会微观世界。在这个概念基础上，我们提供了大类的三个积极特征：(i) 学生以自己的方式学习的更高水平的自由 (ii) 从不同的学生群体中学习和 (iii) 提供有意义的学习体验。我们最后提出的建议应该使大班的教育者从基于个人主义心理学的体验式学习模式转变为体验式学习的社会学模式。