Experiential Learning: Impact of Two Instructional Methods on Student – Instructor Interaction, Student Critical Thinking, and Student Course Evaluations

Abstract

The objective of this study is to examine whether a Problem-Based Learning pedagogy will produce greater student – instructor interaction and more critical thinking than a Project-based Learning pedagogy in an undergraduate introductory marketing class. Using student surveys, student comments, and instructor evaluations, the researcher concludes: (1) there is a significant difference in student – instructor interaction and critical thinking between the two pedagogies; (2) student’s thoughts and feelings are different for the two methods; (3) and, course evaluations remain relatively unchanged. Discussion and concluding remarks focus on the appropriateness of incorporating a Problem-Based Leaning method in an undergraduate introductory marketing class, opportunities for future research, and if student knowledge gains are sufficient to offset the increased instructional effort.