Efficacy of problem-based learning and professional development of university teachers in three countries: Germany, Sweden and the Netherlands

Author(s):

Judith RickenBianca Roters

Conference:

ECER 2008

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 02C, Teaching and Learning in Higher Education (Part 1) Problem-based Learning

Paper Session

Time:

2008-09-10

11:15-12:45

Room:

B2 215

Chair:

Mary Eileen Thornton

Contribution

In the aftermath of the Bologna process, German universities faced huge changes and are still in the process of adapting new curricula structures and elements. In line with the introduction of bachelor and master studies to strengthen the compatibility and comparability between the European countries, the implementation of job and competency orientation at least in the Bachelor programs seems to pose a problem in German curricula at the moment. Therefore, approaches in other countries that are more competence-oriented may give insight into new developments that can be adapted to the current system. Problem-based learning is one of these approaches that are part of the curricula in some other European countries, but less in Germany. This paper presents a research design of a project that will eventually be conducted in three countries. University classes that are based on problem-based learning may not only enhance students’ self-regulated learning, but also the professional development of those teaching these classes. This empirical research project aims at analyzing the efficacy of problem-based learning not only from the students’ perspective in competence development, but also from the teachers’ point of view. Our research questions about PBL in Germany, Sweden and the Netherlands are the following: - Does problem-based learning, as constructivist theory states, lead to the same or even better results of students’ knowledge than ‘conventional’ curricula? - How do classes that follow problem-based learning look like? Which basic parameters are important to consider before implementing a problem-based curriculum? - Is the teacher’s attitude towards their own teaching and their students the main factor to shape conditions for successful learning or are there factors which have much more influence? Together with experts from the respective countries, a rating scale will be developed that is in line with the course curriculum. The idea is to develop an assessment scale we can use to compare the knowledge development of students in different courses in psychology in Germany, Sweden and the Netherlands in curricula which are on the one hand using PBL, on the other hand ‘conventional’ curricula (lectures and seminars without a clear focus on a specific problem like in PBL and without self-regulated elements like students’s teamwork). Instruments of this comparative empirical study include a questionnaire to evaluate students' perception of the learning environment, a task given to students to assess their knowledge (pre-post), interviews with the course instructor and eventually, a group discussion with the accompanied parties. Aim of this paper is to discuss this research plan with the scientific community in order to gain more insight into possible obstacles comparative research is often confronted with.

Expected Outcomes

We will not come to any outcome based on empirical data until September 2008 because the project starts in 2009. Conclusions we will draw are therefore only about methodological questions related to the assessment of knowledge and/or performance and international comparative research.

References

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Author Information

Judith Ricken

University of Dortmund

Centre for Research on Higher Education and Professional Development

Dorsten

Bianca Roters

University of Dortmund

Hochschuldidaktisches Zentrum der Technischen Universität Dortmund. Promotionskolleg "Wissensmanagement und Selbstorganisation im Kontext hochschulischer Lehr- und Lernprozesse"

Dortmund

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