Problem-Based Learning Processes and Learner Motivation

• In Event: Problem-Based Learning in Diverse Places: Motivation, Processes, and Beliefs

Abstract

Current literature suggests that problem-based learning (PBL) is a teaching pedagogy that has generally positive influence on learning motivation. Chua (2013) and Chua, Tan and Liu (2016) argued that PBL can be understood as consisting of specific learning processes and that an investigation into these specific learning processes can better inform educational interventions. Thus, in the present study, we aim to investigate the following research question: Does each learning process in PBL, namely self-Directed Learning (SDL), Scaffolding (SC) and Collaborative Learning (CL), have unique and differentiable effects on learner motivation? The understanding of the relationships will inform teachers on how to facilitate learning processes in PBL to enhance learner motivation.

Authors

• Bee Leng Chua, Nanyang Technological University

• Youyan Nie