Do student-defined learning issues increase quality and quantity of individual study?
An experiment was conducted in the context of a problem-based learning course to investigate the influence of a learning-goal-free problem scenario on the quality and quantity of individual study. In half of the tutorial groups, the problem scenario was constructed in such a way that it provided useful learning issues (goal-specified condition), whereas in the other half of the tutorial groups, the problem scenario did not provide learning issues (goal-free condition). It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in the goal-specified condition. These findings suggest that the use of goal-free problems has a positive effect on the students’ individual study and the extensiveness of the tutorial group meeting.
|Keywords||individual study, learning issues, problem-based learning, tutorial group|
|Persistent URL||dx.doi.org/10.1007/s10459-006-9013-7, hdl.handle.net/1765/9342|
Verkoeijen, P.P.J.L., Rikers, R.M.J.P., te Winkel, W.W.R., & van den Hurk, M.M.. (2006). Do student-defined learning issues increase quality and quantity of individual study?. Advances in Health Sciences Education, 11(4), 337–347. doi:10.1007/s10459-006-9013-7