Zeitschrift für Hochschuldidaktik Nr. 1/1997:
Problem-based Learning: Theory, Practice and Research
Artikel in Englisch
Stephanie F. Stokes, Marjorie M. Mackinnon, undTara L. Whitehill (Hong Kong)
Students' Experiences of PBL: Journal and Questionnaire Analysis
Zusammenfassung
Problem-based learning has captured the attention of educators across a variety of disciplines around the world. Proponents of this method praise its effectiveness in fostering independent learning, problem solving, team work, and life-long learning. They also report that students find such courses interesting and challenging (KENLEY & DODDS, 1995) as well as frustrating and anxiety-provoking (WOODS, 1994). Imbedded PBL courses may be particularly difficult for students because they must adjust to a different learning approach while accommodating the demands of a traditional lecture-based curriculum. At present little is known about students' week-to-week experiences of PBL. Specifically, we know little of how students react to PBL and the interpersonal and intellectual challenges of a PBL course. Student journals have been employed as an aid for reflection, for revision, as an insight to learning, as a source of expression of emotion, and as feedback for faculty. We used journals to explore the components of the PBL experience related to students' learning and satisfaction and the changing salience of components over time. Students' weekly journals were reviewed by the authors and three factors were identified as crucial to student learning and satisfaction, a) working in groups, b) interaction with the tutors and c) availability and types of resources. Counts were made of a) when and how many times each reaction or factor was reported, b) how many different students discussed similar reactions and topics, and c) the precise context involved. The students' comments were compared with the departmental student appraisal of teaching, and an attitude questionnaire. The findings of the three instruments were congruent. Results showed that PBL fostered independent learning, creativity, problem-solving skills, communication and motivation. Evidence to support this claim was found in the attitude questionnaires and the student journals.
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