Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/29023
Title: Problem design in problem-based learning : evaluating students' learning and self-directed learning practice
Authors: Yeung, E 
Au Yeung, S 
Chiu, T
Mok, N
Lai, P
Issue Date: 2003
Source: Innovations in education and teaching international, 2003, v. 40, no. 3, p. 237-244 How to cite?
Journal: Innovations in Education and Teaching International 
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.
URI: http://hdl.handle.net/10397/29023
ISSN: 1470-3297
DOI: 10.1080/1470329032000103762
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