Publication
Title
Students' approaches to learning in problem-based learning : taking into account professional behavior in the tutorial groups, self-study time and different assessment aspects
Author
Abstract
Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL.
Language
English
Source (journal)
Studies in educational evaluation. - Oxford
Publication
Oxford : 2013
ISSN
0191-491X
Volume/pages
39:1(2013), p. 23-32
ISI
000209323700004
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
VABB-SHW
Web of Science
Record
Identification
Creation 24.01.2013
Last edited 14.07.2017
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