Autism in a Problem-Based Learning Environment: Exploring the Experiences of University Students (Poster 26)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Problem-Based and Project-Based Learning Poster Session

Abstract

This study aims to explore the experiences of students with Autism Spectrum Disorder (ASD) with a Problem-Based Learning (PBL) instructional method. Previous research has indicated that PBL brings both benefits and disadvantages in the learning experience for ASD students, but left open questions as to whether the benefits outweighed the disadvantages. To that end, qualitative interviews were conducted in the present study among ASD students studying in PBL. Results showed a preference for a structured learning environment, which PBL theoretically provides. Social participation and the associated overstimulation have shown to be the biggest disadvantages of this system. Benefits (structure, help with planning, increased attention and processing course material) seemed to outweigh the disadvantages (overstimulation and frequent social interaction).

Authors

• Sofie Loyens, Utrecht University

• Rhode Van Driessen, Utrecht University

• Remigius M. Rikers, Utrecht University