Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers
Lisette Wijnia, Sofie M.M. Loyens, Tamara van Gog, Department of Psychology ; Eva Derous, Department of Personnel Management, Belgium ; Henk G. Schmidt, Department of Psychology
Learning and Instruction Volume 34, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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 (
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.