Perceptions of Higher Education Teachers Concerning Experiential Learning: An Exploratory Inquiry

Abstract

Experiential learning leads to intense and profound learning by involving students in any task. Employers prefer graduates who have learnt through various forms of experiential learning. However, in current academic scenario in higher education, experiential learning in higher education institutions is still restricted.Therefore,the major aim of the current work was to explore insights of university teachers regarding experiential learning in terms of their awareness of experiential learning, classroom practices and challenges to implement in classroom This study polled teachers across the general public sector universities of Punjab, Pakistan via thirteen questions based survey involving 208 teachers. The study concluded that collaborative learning is widely used strategy in the classroom as compared to other approaches of experiential learning. Classroom structure, such as overcrowded class, inadequate time, challenge to complete the syllabus, and teachers’ own reluctant attitude, were found to be the most significant barriers to utilize experiential techniques in classroom. Therefore, the study recommends to divide a large number of students in groups for better implementation of various form of experiential learning like project-based learning. Science departments be provided sufficient funding to involve students in project-based learning. Students be provided hands-on experiences in classroom and labs.