Journal of Applied Research for Business Education, Volume 15, Issue 4

This study explored the business classroom regarding the demarcation between rote and meaningful learning. The intention was to address business students’ learning processes to identify whether integrated, meaningful learning is taking place within business classrooms and, if so, how such learning is best fostered. Both classroom observations and student interviews were employed. Results revealed that while students identified meaningful learning as true learning, they prepared for class through rote learning techniques. Practical implications for instruction