The Effect of Self-Directed Versus Model Answer Study on Different Learning Outcomes in Problem-Based Learning

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

Abstract

In problem-based learning (PBL) students formulate learning issues that need answering by consulting multiple learning resources. Previous research indicated that this form of self-directed study can be cognitively demanding for students. In the current study we examined the effectiveness of self-directed study (n = 30) in which students had to construct their own answer to the learning issues during the self-study phase versus studying integrated model answers (n = 28). Studying integrated model answers was more effective for immediate and delayed (3 weeks later) factual and conceptual learning outcomes, whereas no differences were found on a concept recall test. Results indicate that the effect of different assessment types need to be considered when examining the effectiveness of PBL.

Authors

• Lisette Wijnia, HZ University of Applied Sciences - the Netherlands

• Jolanda Ista

• Charly Eielts, Erasmus University Rotterdam

• Marit Wijnen, Erasmus Rotterdam University