PBL and Mixed-Background Groups on Master's Programmes

Autor/inn/en	Engen, Mie; Fallov, Mia Arp; Jensen, Rune Hagel Skaarup; Jensen, Julie Borup; Ravn, Ole
Titel	PBL and Mixed-Background Groups on Master's Programmes
Quelle	In: Journal of Problem Based Learning in Higher Education, 6 (2018) 2, S.71-90 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Masters Programs; Problem Based Learning; Foreign Countries; Educational Experience; Student Attitudes; Teaching Methods; Outcomes of Education; Graduate Students; Educational Background; Age Differences; Cooperative Learning; Skill Development; Group Dynamics; Social Work; Change; Denmark + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Problem-based learning; Problemorientiertes Lernen; Ausland; Bildungserfahrung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Vorbildung; Age; Difference; Age difference; Altersunterschied; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Gruppendynamik; Soziale Arbeit; Wandel; Dänemark
Abstract	This article presents the main findings of an applied research project, which studied student experiences of the challenges and opportunities of Problem-Based Learning (PBL) in two master programmes (MPs) at Aalborg University (AAU) characterised by diverse student groups, who bring different educational backgrounds, skills and experiences to the table. Research shows that PBL holds a potential for integrating and promoting learning outcomes for diverse student population, but also that heterogeneity can have negative influence on group dynamics and collaboration central in PBL, but how students experience this is under-researched. The investigation shows that diversity in terms of age differences and varieties in educational backgrounds are experienced both as challenges in teaching situations, but also as an opportunity to increase student learning over time. The study concludes with recommendations for practical alterations of the introduction to and conditions for the PBL model. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01