01740nam a22001217a 4500008004100000100004500041245008600086260003800172300003200210520126400242650007401506773003801580220310b           ||||| |||| 00| 0 eng d  aKofinas, Alexander and Tsay, Crystal Han  aIn favor of large classes: A social networks perspective on experiential learning  aJournal of Management Education    a45(5), Oct, 2021: p.760-785  aMost 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. – Reproduced   aLarge classes, Social networks, Diversity, Othering, Freedom to learn  aJournal of Management Education