In 2021, Dr. Lilia Mantai and I published our research focused on experiential learning in large classes at the the University of Sydney Business School . We were driven by the desire to improve the quality of education despite the challenges posed by large class sizes. With the ongoing evolution of educational practices post-pandemic, the findings from our research are more relevant than ever. Here, we revisit our work to highlight its contemporary significance and encourage further exploration of these themes.
Motivation for Our Research
Our journey began with a shared observation of frustration among our academic colleagues. Despite their dedication to providing high-quality education, many felt helpless in achieving their goals, especially when managing large cohorts. Experiential learning, long recognised as an effective educational approach (Andresen et al., 2000), often seemed unattainable at the scale required. In addition, there is very limited research on faculty experiences of experiential learning in large classes. There are numerous interpretations of what we mean by ‘experiential learning’ but in our research we defined experiential learning as learning through experience, learning by doing and reflecting on the experience.
We aimed to uncover the underlying causes of this frustration and identify practical solutions by collecting robust evidence from educators. Our goal was to understand how academics perceive and implement experiential learning in large business classes and how these perceptions shape their teaching practices (Broadbent et al., 2018).
Research Challenge
One of the most significant challenges in our research method was designing a survey that balanced depth and simplicity. Given the time-poor nature of our colleagues, we needed a survey that was both comprehensive and easy to complete to ensure a high response rate. This balance was crucial for gathering meaningful data that could inform our recommendations. With 66 responses to our open ended questions we were able to thematically analyse the data.
Innovative Insights
Our research uncovered a key reason for resistance to educational innovation: the enduring ‘romantic’ notion of teaching. Many educators still aspire to know each student personally, a goal increasingly unrealistic with large cohorts. In reality, ‘modern’ teaching involves multiple convenors, tutors, markers, learning designers, and educational developers, each contributing to a distributed and networked teaching model. Clinging to traditional ideals of teaching can create tensions and hinder innovations like team teaching. Acknowledging and adapting to this contemporary model is essential for overcoming these barriers and embracing effective educational changes (Wright et al., 2019).
Similarly, the rise of Generative AI and agents (such as Cogniti or Copilot) in education gives rise to comparable challenges. Educators often resist these technologies because they fear losing the personal connection with students or worry that AI might undermine the human aspects of teaching (Chan & Tsi, 2023). However, just as with distributed teaching models, embracing AI tools requires a shift in perspective. These technologies can augment teaching, providing personalized feedback and assistance at scale, thereby freeing educators to focus on more meaningful interactions with students. Understanding and integrating these tools can enhance educational innovation and effectiveness.
Faculty who are new to university teaching and specifically to experiential learning and who receive insufficient support can easily feel devalued and disempowered in their role as educators (Van Lankveld et al., 2017). Experiential learning requires a different way of teaching and needs to be included in teacher training (Kolb et al., 2014) to highlight the importance of the student as an autonomous learner and the teacher as a facilitator of learning. Similarly, support and guidelines are needed for the use of GenAI tools and apps to ensure teachers overcome their fear of losing ‘the human touch’.
Conclusion
The relevance of our earlier research on experiential learning in large classes continues in today’s educational landscape. By embracing digital tools, flexible teaching methods, and community-building strategies, educators can continue to enhance student learning experiences. We invite you to read our full article (Mantai & Huber, 2021) and share your thoughts as we continue to evolve and improve our teaching practices post-pandemic.
About the author
Associate Professor Elaine Huber has been designing curriculum and teaching adults for over 20 years and is currently the Academic Director of the Business Co-Design team at the University of Sydney.
I joined the Business School in August 2018 as Academic Lead for Course Enhancement and Lecturer. I look after learning assurance, curriculum development and assessment design. I research higher and doctoral education, ECR careers, and researcher development.