Experiential Classroom Learning Activities: How Business Students Perceive, Train, and Use Them?

Abstract

Experiential pedagogy in business courses is becoming more popular, both inside institutions and external stakeholders. Experiential learning techniques are examined in this mixed-methods study employing the Theory of Planned Behavior (TPB) and the Social Learning Theory as frameworks. According to quantitative research, the utilization of experiential learning activities has a good link with a conceptual transformation (student-focused) approach toward teaching. However, teaching standards and pedagogical training had no clear correlation with these educational practices. According to qualitative responses, graduate students' teaching methods are influenced by their peers' and professors' teaching styles. This research adds to existing discussions concerning corporate, educational strategies, and training in teaching. The limitations, as well as the opportunity for future study, are discussed.