Evidence for Constructive, Self-Regulatory, and Collaborative Processes in Problem-Based Learning

Autor/inn/en	Yew, Elaine H. J.; Schmidt, Henk G.
Titel	Evidence for Constructive, Self-Regulatory, and Collaborative Processes in Problem-Based Learning
Quelle	In: Advances in Health Sciences Education, 14 (2009) 2, S.251-273 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-008-9105-7
Schlagwörter	Problem Based Learning; Classroom Communication; Case Studies; Independent Study; Cooperative Learning; Constructivism (Learning); Students + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Klassengespräch; Case study; Fallstudie; Case Study; Selbststudium; Kooperatives Lernen; Student; Schüler; Schülerin; Studentin
Abstract	The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript consisting of more than 1,000 utterances was analyzed to investigate whether and how PBL stimulates students towards constructive, self-directed and collaborative learning. Our results demonstrate the occurrence of all above-mentioned learning activities, with 53.3% of episodes being collaborative, 27.2% self-directed and 15.7% constructive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10