A Longitudinal Study on University Students' Learning Strategies in a Three-Year Problem-Based Learning Bachelor's Program

• In Event: 44.066 - Factors That Influence Student Learning in the Problem-Based Learning Process

Abstract

The development of students’ learning strategies in Problem-based learning (PBL) was measured in a longitudinal study with six measurements over the course of a three-year university bachelor program. Learning strategies were categorized into processing (deep, stepwise, concrete processing) and regulatory strategies (self-regulation, external regulation, lack of regulation). Ninety-nine students filled out the questionnaire all times. Results demonstrated an increase of concrete processing and self-regulation over time, and a small decrease of external regulation towards the end of the PBL program. Working with realistic problems in PBL might explain the shift towards more application-oriented learning (i.e., concrete processing). When having more experience with PBL (i.e., end of program), students depend less on external factors (e.g., tutor) to control their learning process.

Authors

• Marit Wijnen, Erasmus Rotterdam University

• Sofie Loyens, University College Roosevelt

• Guus Smeets, Erasmus Rotterdam University

• Maarten Kroeze, Erasmus Rotterdam University

• Henk Van der Molen, Erasmus Rotterdam University