Do student-defined learning issues increase quality and quantity of individual study?
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Number of pages
SourceAdvances in Health Sciences Education, 11, 4, (2006), pp. 337-348
Article / Letter to editor
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SW OZ BSI OE
Advances in Health Sciences Education
SubjectLearning and Plasticity
An experiment was conducted in the context of a problem-based learning course to investigate the influence of a learning-goal-free problem scenario on the quality and quantity of individual study. In half of the tutorial groups, the problem scenario was constructed in such a way that it provided useful learning issues (goal-specified condition), whereas in the other half of the tutorial groups, the problem scenario did not provide learning issues (goal-free condition). It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in the goal-specified condition. These findings suggest that the use of goal-free problems has a positive effect on the students’ individual study and the extensiveness of the tutorial group meeting.
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