Problem design in problem-based learning: Evaluating students' learning and self-directed learning practice

Wai Ella Yeung, Stephanie Au-Yeung, Thomas Chiu, Nicola Mok, Patrick Lai

Research output: Journal article publicationJournal articleAcademic researchpeer-review

25 Citations (Scopus)

Abstract

The design of the problems that are used in problem-based learning plays an important part in achieving the intended learning objectives set by teaching staff. To a large extent, the learning issues generated by students during tutorials determine their learning activities and form the framework for the direction of self-directed study. The relevance of these learning issues will drive and stimulate students to become more competent self-directed learners. The work described in this paper explores the match between students' learning issues and the learning objectives that have been set by teaching staff. The findings indicate that students recognize (on average) 79.9% of the learning objectives with a significant improvement as the semester progresses (p < 0.01). There is also evidence to suggest that students move towards independent learning as a result of problem-based learning.
Original languageEnglish
Pages (from-to)237-244
Number of pages8
JournalInnovations in Education and Teaching International
Volume40
Issue number3
DOIs
Publication statusPublished - 1 Aug 2003

ASJC Scopus subject areas

  • Education

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