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ERIC Number: EJ1036047
Record Type: Journal
Publication Date: 2013-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1382-4996
Elaboration during Problem-Based Group Discussion: Effects on Recall for High and Low Ability Students
Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.
Advances in Health Sciences Education, v18 n4 p659-672 Oct 2013
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A