Innovating business education through flipped classroom in Germany: liminal spaces and experiential learning

Anna-Lena Rose, Panourgias Papaioannou, Sude Pekşen, Katrin Stolz and Liudvika Leišytė

Chapter 13 in Flipping the Classroom with Experiential and Community-Engaged Learning in Business, 2025, pp 209-224 from Edward Elgar Publishing

Abstract: Abstract: This chapter focuses on students’ learning experiences in two bachelor courses in business and economics at a German university. The following questions are addressed: Where do students in courses combining flipped classrooms and experiential learning approaches experience liminal spaces, and what helps them navigate those spaces? How does the combination of flipped classroom and experiential learning approaches support students’ learning? Based on survey and focus group data and drawing on the theoretical concept of liminal spaces, it is shown that challenges in student learning were mainly related to conducting empirical research and scientific writing. Students reported regular feedback and trust-building as crucial aspects of navigating these liminal spaces. Data shows that experiential learning supports learning by facilitating a shift from passive knowledge consumption to active learning, thus increasing student engagement and motivation. On the other hand, flipped classroom elements can support students in performing steps of their experiential learning journey.

Keywords: Flipped classroom; Experiential learning; Liminal spaces; Higher education; Student learning (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035321612
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