Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning.
The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript consisting of more than 1,000 utterances was analyzed to investigate whether and how PBL stimulates students towards constructive, self-directed and collaborative learning. Our results demonstrate the occurrence of all above-mentioned learning activities, with 53.3% of episodes being collaborative, 27.2% self-directed and 15.7% constructive.
Yew
Elaine H J
EH
Republic Polytechnic, 9 Woodlands Ave 9, Singapore 738964, Singapore. elaine_yew@rp.sg
Schmidt
Henk G
HG
D000328:Adult; D003142:Communication; D003299:Cooperative Behavior; D055317:Evidence-Based Practice; D005260:Female; D006126:Group Processes; D006801:Humans; D007858:Learning; D008297:Male; D018794:Problem-Based Learning; D012846:Singapore