A Multilevel Analysis of Problem-Based Learning Design Characteristics

• In Event: Measuring Problem-Based Learning Processes From the Angle of Students and Teachers

Abstract

As problem-based learning designs have grown in popularity and demand across many fields, research is called for to help educators make informed design decisions. As a pedagogical technique that bridges scholarship and practice, PBL holds much potential for improving education while serving the public good. This study contributes to the PBL literature by proposing and testing a multilevel model of PBL design characteristics. Action learning criteria are employed to conduct a quantitative examination of the reactions and perceived learning outcomes of students in a graduate program. Findings reinforce the importance of problem design characteristics, effective team facilitation, and individual commitment to learning, while raising new questions about team-level characteristics like diversity.

Author

• Kimberly S. Scott, Northwestern University