Is learning in problem-based learning cumulative?
Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The sci...
| Publicado en: | Advances in Health Sciences Education Vol. 16; no. 4; pp. 449 - 465 |
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| Autores principales: | , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Springer Nature
Oct2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104578804&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104578804 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: Oct2011 vid: 16 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 104578804 104578804 NLM21161374 2011259693 10.1007/s10459-010-9267-y NLM21161374 104578804 ppf: 449 ppct: 16 formats: tig: atl: Is learning in problem-based learning cumulative? aug: au: Yew EH Chng E Schmidt HG Yew, Elaine H J Chng, Esther Schmidt, Henk G affil: Centre for Educational Development, Republic Polytechnic, Singapore sug: subj: Learning Science Education Students Achievement Cooperative Behavior Educational Measurement Group Processes Problem-Based Learning Methods ab: Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the extent of students' learning. The data were then analyzed using structural equation modeling. Results show that our hypothesized model fits the data well. Alternative hypotheses according to which achievement is predicted either by collaborative learning alone or by self-directed learning alone did not fit the data. We conclude that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase. We also demonstrate an efficient method to capture and quantify students' learning during the PBL process. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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