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Is learning in problem-based learning cumulative?

Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The sci...

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Detalles Bibliográficos
Autores principales: Yew, Elaine H. J., Chng, Esther, Schmidt, Henk G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2010
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167394/
https://www.ncbi.nlm.nih.gov/pubmed/21161374
http://dx.doi.org/10.1007/s10459-010-9267-y
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author Yew, Elaine H. J.
Chng, Esther
Schmidt, Henk G.
author_facet Yew, Elaine H. J.
Chng, Esther
Schmidt, Henk G.
author_sort Yew, Elaine H. J.
collection PubMed
description Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the extent of students’ learning. The data were then analyzed using structural equation modeling. Results show that our hypothesized model fits the data well. Alternative hypotheses according to which achievement is predicted either by collaborative learning alone or by self-directed learning alone did not fit the data. We conclude that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase. We also demonstrate an efficient method to capture and quantify students’ learning during the PBL process.
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spelling pubmed-31673942011-09-26 Is learning in problem-based learning cumulative? Yew, Elaine H. J. Chng, Esther Schmidt, Henk G. Adv Health Sci Educ Theory Pract Article Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the extent of students’ learning. The data were then analyzed using structural equation modeling. Results show that our hypothesized model fits the data well. Alternative hypotheses according to which achievement is predicted either by collaborative learning alone or by self-directed learning alone did not fit the data. We conclude that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase. We also demonstrate an efficient method to capture and quantify students’ learning during the PBL process. Springer Netherlands 2010-12-16 2011 /pmc/articles/PMC3167394/ /pubmed/21161374 http://dx.doi.org/10.1007/s10459-010-9267-y Text en © The Author(s) 2010 https://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.
spellingShingle Article
Yew, Elaine H. J.
Chng, Esther
Schmidt, Henk G.
Is learning in problem-based learning cumulative?
title Is learning in problem-based learning cumulative?
title_full Is learning in problem-based learning cumulative?
title_fullStr Is learning in problem-based learning cumulative?
title_full_unstemmed Is learning in problem-based learning cumulative?
title_short Is learning in problem-based learning cumulative?
title_sort is learning in problem-based learning cumulative?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167394/
https://www.ncbi.nlm.nih.gov/pubmed/21161374
http://dx.doi.org/10.1007/s10459-010-9267-y
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