Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills
Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills
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DOI：
10.1152/advan.00046.2011
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发表时间：
2011-12-01
影响因子：
2.1
通讯作者：
Hurren, Heather
中科院分区：
文献类型：
--
作者：
Klegeris, Andis;Hurren, Heather
Klegeris A，Hurren H。大课堂环境中基于问题的学习的影响：学生感知和解决问题的技能。高级生理教育 35：408-415，2011； doi:10.1152/advan.00046.2011.基于问题的学习（PBL）可以描述为问题驱动学习的学习环境。这种技术通常涉及在导师的监督下进行小组学习。越来越明显的是，小组环境中的 PBL 对学生的学习和技能具有强大的积极影响，包括更好的解决问题的技能和整体动机的提高。然而，关于 PBL 在大课堂环境中的教育效益的研究却很少。在这里，我们描述了一种 PBL 方法（使用无导师小组），该方法作为不列颠哥伦比亚大学奥肯纳根分校由 45-85 名学生组成的本科生物化学课程标准教学讲座的补充而引入。 PBL被选为帮助学生学习生化和生理过程的有效方法。通过监控学生的出勤情况并使用非正式和正式的调查，我们证明 PBL 对学生出席和参与课程作业的动机具有显着的积极影响。学生的反馈表明，PBL 在理解课程内容和保留信息方面优于传统的讲座形式。我们还证明，学生解决问题的能力得到了显着提高，但需要进行额外的对照研究来确定 PBL 练习对这种提高的贡献有多大。这些初步数据表明，在大型课堂环境中使用 PBL 取得了一些积极成果，尽管需要开展旨在评估学生学习的进一步研究，以进一步证明在向大型本科生班级提供的课程中实施该技术的合理性。
Klegeris A, Hurren H. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Adv Physiol Educ 35: 408-415, 2011; doi:10.1152/advan.00046.2011.Problem- based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.