NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1137542
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2222-1735
Vicarious Learning in PBL Variants for Learning Electronics
Podges, Martin; Kommers, Piet
Journal of Education and Practice, v8 n7 p5-17 2017
Three different groups in a class of first-year tertiary engineering students had to solve a problem based on a project by applying the distinctive problem-based learning (PBL) approach. Each group's project (PBL project) was then studied by the other two groups after successful completion and demonstration. Each group then had to study the "new--already made" project, inherited from one of the other groups before presenting it to the class. Students scored mostly higher during a knowledge test on the project they initially worked on and also those projects (from the other groups) that they found interesting. All groups managed to improve their scores during a follow-up knowledge test for those questions related to the project they initially worked on. A great deal of vicarious learning took place in most cases between the different student groups. Students are getting much more exposure when doing several PBL problems (as by the different groups) simultaneously and data confirms that this improves their attitude, motivation and reflection significantly.
IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A