What drives students' self-directed learning in a hybrid PBL curriculum
What drives students' self-directed learning in a hybrid PBL curriculum
复制标题
DOI：
10.1007/s10459-009-9210-2
复制
发表时间：
2010-08-01
影响因子：
4
通讯作者：
Frank, Blye W.
中科院分区：
文献类型：
--
作者：
Lee, Young-Mee;Mann, Karen V.;Frank, Blye W.
在混合型PBL课程中，支持基于问题的学习(PBL)培养学生自主学习(SDL)的证据并不一致。为了探讨混合课程中的PBL对学生SDL的影响，作者调查了以下几个方面：(1)学生自我评估的SDL能力；(2)学生对课程组成部分对SDL的影响的认知；(3)课程要素与SDL的关系。研究问题从定性和定量两个方面进行了探讨。2004年所有一年级(n=93)和二年级(n=93)学生都被邀请参加。参与者完成了一份包含53个项目的问卷，内容涉及(A)对他们的SDL能力的自我评估，以及(B)个别课程要素对个人学习和SDL的感知影响。学生和教师进行了焦点小组访谈(FGI)。学生们对他们的SDL技能给予了高度评价，特别是识别知识缺陷、学习技能和策略以及管理学习时间。学生们认为讲座有助于选择学习主题和学习辅导案例。其他组成部分，包括导师、单元/案例目标、测试和辅导讨论，被视为影响学习什么和学习过程。一年级和二年级学生的回答没有显著差异。在六个课程组成部分中，辅导讨论和目标与SDL能力的相关性较弱。来自学生和教师焦点小组的调查结果支持了课程对SDL的积极影响。这项研究发现，混合PBL课程的几个组成部分对学生的SDL感知能力有积极的影响。然而，为了更清楚地了解混合型PBL课程对学生SDL的具体影响，还需要进一步的调查。
Evidence supporting Problem-based learning (PBL) fostering students' self-directed learning (SDL) in hybrid PBL curricula is inconsistent. To explore the influence of PBL in a hybrid curriculum on students' SDL, the authors investigated the following: (1) students' self-assessed SDL ability, (2) students' perceptions of the influence of curricular components on SDL, and (3) the relationships between curricular elements and SDL. The research questions were explored both quantitatively and qualitatively. All year 1 (n = 93) and year 2 (n = 93) students in 2004 were invited to participate. Participants completed a 53-item questionnaire addressing (a) self-assessment of their SDL ability, and (b) perceived influence of individual curriculum elements on individual study and SDL. Student and faculty focus group interviews (FGIs) were conducted. Students rated their SDL skills highly, particularly identifying knowledge deficits, learning skills and strategies, and managing study time. Students thought lectures helped in selecting study topics and learning for the tutorial case. Other components including tutors, unit/case objectives, tests, and tutorial discussions, were seen as influencing what to study and the learning process. No significant difference was observed in the responses between year 1 and 2 students. Among the six curriculum components, tutorial discussion and objectives were weakly correlated with with SDL ability. Findings from students and faculty focus group supported the perceived positive influence of the curriculum on SDL. This study found that students' perceived SDL ability was positively influenced by several components of the hybrid PBL curriculum. However, further investigations are needed for a clearer understanding of the specific effects of the hybrid PBL curriculum on students' SDL.