ERIC Number: EJ812957
Record Type: Journal
Publication Date: 2006-Nov
Abstractor: As Provided
Reference Count: 0
Do Student-Defined Learning Issues Increase Quality and Quantity of Individual Study?
Verkoeijen, Peter P. J. L.; Rikers, Remy M. J. P.; te Winkel, Wilco W. R.; van den Hurk, Marianne M.
Advances in Health Sciences Education, v11 n4 p337-347 Nov 2006
An experiment was conducted in the context of a problem-based learning course to investigate the influence of a learning-goal-free problem scenario on the quality and quantity of individual study. In half of the tutorial groups, the problem scenario was constructed in such a way that it provided useful learning issues (goal-specified condition), whereas in the other half of the tutorial groups, the problem scenario did not provide learning issues (goal-free condition). It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in the goal-specified condition. These findings suggest that the use of goal-free problems has a positive effect on the students' individual study and the extensiveness of the tutorial group meeting.
Descriptors: Problem Based Learning, Teaching Methods, Independent Study, Experiments, Tutoring, Students, Vignettes
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A