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Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers
ARTICLE

, , , Department of Psychology ; , Department of Personnel Management, Belgium ; , Department of Psychology

Learning and Instruction Volume 34, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Problem-based learning (PBL) requires students to formulate learning issues that need to be answered by studying multiple literature resources. Advocates of high instructional guidance argue that this is too cognitively demanding for students and ineffective for learning. Therefore, we examined the effects of studying an integrated model answer in the self-study phase in PBL. Participants (

Citation

Wijnia, L., Loyens, S.M.M., van Gog, T., Derous, E. & Schmidt, H.G. (2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34(1), 22-31. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.07.006

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