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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?
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Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2015
In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…
Descriptors: Problem Based Learning, Student Motivation, Reading Material Selection, Outcomes of Education
Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement
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Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2013
This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked…
Descriptors: Prior Learning, Academic Achievement, Small Group Instruction, Discussion Groups
Does the Extent of Problem Familiarity Influence Students' Learning in Problem-Based Learning?
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Sockalingam, Nachamma; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2013
This study investigated the relationship between problem familiarity and students' learning in a problem-based course. Problem familiarity in this study refers to the extent to which a problem fits with students' prior knowledge and experiences. As part of regular course work, 172 students were given two problems on different occasions.…
Descriptors: Familiarity, Problem Based Learning, Prior Learning, Educational Experience
What Students Learn in Problem-Based Learning: A Process Analysis
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Yew, Elaine H. J.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2012
This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine students for an entire PBL cycle were recorded. The relevant…
Descriptors: Verbal Communication, Structural Equation Models, Problem Based Learning, Teaching Methods
Which Cognitive Processes Support Learning during Small-Group Discussion? The Role of Providing Explanations and Listening to Others
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van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; van der Vleuten, Cees P. M.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2011
Seventy students participated in an experiment to measure the effects of either providing explanations or listening during small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small group discussing a problem. In the first experimental condition, the video was stopped at various points…
Descriptors: Group Discussion, Recall (Psychology), Long Term Memory, Cognitive Processes
Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies
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Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2008
The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…
Descriptors: Constructivism (Learning), Educational Psychology, Learning Strategies, Problem Based Learning