A Controlled, Experimental Study on Knowledge Acquisition, Retention, and Transfer in Problem-Based Learning

• In Event: Poster Session 5
  In Poster Session: Knowledge Acquisition, Retention, and Transfer in Problem-Based Learning

Abstract

The present study investigated PBL’s effectiveness on knowledge acquisition, taking into account retention time and level of knowledge assessed. In a randomized, controlled lab-experiment, participants were assigned to a PBL or lecture condition. They were, immediately and delayed, tested on factual knowledge, application of knowledge, and transfer of knowledge. Results showed no effects on knowledge retention over time nor on transfer, possibly due to respectively the short time between immediate and delayed tests and the difficulty of transfer in general. Lecture participants outperformed PBL participants on factual knowledge. However, PBL participants performed better on the application question. When students need to relate knowledge to a certain situation, PBL processes, e.g., prior knowledge activation and elaboration, seem to be crucial.

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