Elaboration during problem-based group discussion: effects on recall for high and low ability students.
Although elaboration has been investigated frequently, there is little evidence for the beneficial effect of elaboration in problem-based learning. A controlled experiment tested the effect of elaboration during problem-based discussion on recall. Sixty-seven students observed a video-recorded, problem-based discussion. In one experimental condition, a tutor in the video encouraged participants to elaborate by asking elaborative questions. In a second condition, the tutor asked superficial questions. After the discussion, all participants studied a text with relevant new information. Elaborative questions had no significant effect on recall of idea units from the text, p = .39, η(2) = .01. High-ability students outperformed low-ability students, p = .04, η(2) = .07, but this effect did not interact with the experimental treatment, p = .22, η(2) = .02. Suggestions for further research are presented.
Department of Educational Research and Development, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands, f.vanblankenstein@gmail.com.
Floris M
FM
Van Blankenstein
Diana H J M
DH
Dolmans
Cees P M
CP
Van der Vleuten
Henk G
HG
Schmidt
D003299:Cooperative Behavior; D004521:Educational Measurement / Q000379:methods; D005260:Female; D006281:Health Occupations / Q000193:education; D006801:Humans; D008297:Male; D011939:Mental Recall; D009426:Netherlands; D010379:Peer Group; D018794:Problem-Based Learning; D013336:Students, Health Occupations / Q000523:psychology*; D014741:Video Recording