Elaboration during Problem-Based Group Discussion: Effects on Recall for High and Low Ability Students

Autor/inn/en	Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.
Titel	Elaboration during Problem-Based Group Discussion: Effects on Recall for High and Low Ability Students
Quelle	In: Advances in Health Sciences Education, 18 (2013) 4, S.659-672 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9406-8
Schlagwörter	Problem Based Learning; Group Discussion; Video Technology; Recall (Psychology); Students; Academic Ability + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Gruppendiskussion; Abberufung; Student; Schüler; Schülerin; Studentin
Abstract	Although elaboration has been investigated frequently, there is little evidence for the beneficial effect of elaboration in problem-based learning. A controlled experiment tested the effect of elaboration during problem-based discussion on recall. Sixty-seven students observed a video-recorded, problem-based discussion. In one experimental condition, a tutor in the video encouraged participants to elaborate by asking elaborative questions. In a second condition, the tutor asked superficial questions. After the discussion, all participants studied a text with relevant new information. Elaborative questions had no significant effect on recall of idea units from the text, p = 0.39, ?[superscript 2] = 0.01. High-ability students outperformed low-ability students, p = 0.04, ?[superscript 2] = 0.07, but this effect did not interact with the experimental treatment, p = 0.22, ?[superscript 2] = 0.02. Suggestions for further research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10