Problem-Based Learning and Deep Learning Approach in relation to Self-Directed Learning
Author
Kollerup, Jesper Brøndum
Term
4. term
Publication year
2015
Submitted on
2015-05-30
Pages
39
Abstract
Problembaseret læring (PBL) siges ofte at fremme en dyb tilgang til læring—at forstå og forbinde idéer frem for at lære udenad—og at styrke færdigheder i selvstyret læring (SDL), altså evnen til at planlægge, følge op på og vurdere sin egen læring. Dette studie undersøgte, hvordan en dyb tilgang til læring og SDL-færdigheder hænger sammen, både generelt og i PBL-sammenhænge. Studerendes egne vurderinger blev målt kvantitativt over tre på hinanden følgende semestre og lige før og efter ét enkelt PBL-kursus, og interviews gav yderligere kontekst. Resultaterne viser, at et enkelt PBL-kursus ikke medførte signifikante ændringer i hverken dyb tilgang til læring eller SDL-færdigheder. Derimod var bredere PBL-erfaring forbundet med højere SDL-færdigheder, og studerende med en mere udpræget dyb tilgang rapporterede også stærkere SDL-færdigheder.
Problem-Based Learning (PBL) is often said to encourage a deep approach to learning—focusing on understanding and making connections—and to strengthen Self-Directed Learning (SDL) skills, the ability to plan, monitor, and evaluate one’s own learning. This study examined how a deep learning approach and SDL skills relate to each other, both in general and within PBL settings. Students’ perceptions were measured quantitatively across three consecutive semesters and immediately before and after a single PBL course, with interviews used to add context. The results show that one PBL course did not lead to significant changes in either a deep learning approach or SDL skills. However, broader experience with PBL was associated with higher SDL skills, and students who reported a stronger deep approach also tended to report stronger SDL skills.
[This abstract was generated with the help of AI]
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