NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ974925
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1449-9789
Problem-Based Learning Revisited, Introduction of Active and Self-Directed Learning to Reduce Fatigue among Students
Czabanowska, Katarzyna; Moust, Jos H. C.; Meijer, Andre W. M.; Schroder-Back, Peter; Roebertsen, Herma
Journal of University Teaching and Learning Practice, v9 n1 Article 6 2012
Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and "PBL fatigue" among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed Learning was introduced through the new bachelor of European Public Health programme in an effort to re-energise the classical PBL model and reduce or eliminate erosion. ASDL is split into a four part learning cycle: 1) sensitisation, 2) exploration, 3) integration, and 4) application. The cycle supports problem-based learning and the developing minds of students through the integration of information, critical thinking and self-evaluation, while also teaching self-responsibility and team management skills. When applied as part of a problem-based learning curriculum, ASDL at Maastricht University helped reduce PBL fatigue and re-energised students' interest in PBL within the first EPH cohort (2006-2009) according to survey feedback obtained after the 5th semester. The positive student response was tempered by recommendations on how to continue improving the ASDL model. (Contains 3 figures.)
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands