Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment
ISAIJLS Volume 30, Number 6, ISSN 0020-4277
Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that resembled teamwork in business practice. (Contains 54 references.) (Author/LRW)
Arts, J.A.R., Gijselaers, W.H. & Segers, M.S.R. (2002). Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment. Instructional Science: An International Journal of the Learning Sciences, 30(6), 465.
Cited ByView References & Citations Map
Rick Kenny, Athabasca University; Mark Bullen, British Columbia Insitute of Technology (BCIT); Jay Loftus, Athabasca University
The International Review of Research in Open and Distributed Learning Vol. 7, No. 3 (Sep 29, 2006)
Andrew Walker & Brett E. Shelton, Utah State University, United States
Journal of Interactive Learning Research Vol. 19, No. 4 (October 2008) pp. 663–684
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