Measuring the Effects of Problem Based Learning - Development of a Scale to rate the Acquisition of Professional Knowledge

Author(s):

Antonia ScholkmannBianca RotersRicken Judith

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 05 B, Problem-Based Learning (PBL) in Higher Education Studies

Paper Session

Time:

2009-09-29

08:30-10:00

Room:

HG, HS 30

Chair:

Contribution

In the Bologna process, one of the goals of higher education reform is to provide learning situations that prepare students for the later working life (“employability”). One, in Germany less practiced, form of curriculum design to reach this goal is problem-based learning (PBL). From a constructivist perspective, problem-based curricula is not only thought to enhance students’ teamwork, management and social skills, but also their professional knowledge. The aspect of self-regulation within PBL, so the rationale, enhances the connection between knowledge-acquisition and quick retrieval of this knowledge in professional situations. With our research, we would like to find out if this rationale stands empirical testing. One of our research questions thus deals with possible advantages of learning settings: does problem-based learning not only provide possibilities for students to develop their personal and social skills but does it also enhance their professional knowledge? We are currently developing a student questionnaire by which we aim to compare the amount of knowledge acquisition through problem based vs. ‘conventional’ learning in a standardized form. Expected outcomes are a more flexible use of knowledge in problem-based courses and more detailed material knowledge in ‘conventional’ courses. Moreover, we assume that the instructor of PBL-classes have a different approach to teaching in a higher education setting. Our questions for the discussion on the conference addresses the development of the instrument that is supposed to measure the students’ knowledge acquired through problem-based learning: - How can knowledge be operationalized in a cross-cultural and cross-curricular manner? - Which kind of testing knowledge-acquisition is appropriate and fair to students of both kinds of curricula? - Are there certain indicators of knowledge that occur across cultural and national boundaries or others that are more culturally sensitive? - Which other indicators measure the effects of problem-based vs. ‘conventional’ learning arrangements?

Method

In two workshops with experts from the respective countries we will develop a sample of possible items, thereby attempting to include a field perspective. In 2010, the field study will be conducted in the three countries, in which students in problem-based and ‘conventional’ learning arrangements will be tested at two different times, at the beginning and at the end of their classes. Their knowledge acquisition will be measured with the instrument, effects of teachers’ attitudes toward problem-based vs. ‘conventional’ teaching will be controlled by a separate test.

Expected Outcomes

With regard to last year’s fruitful discussions at the ECER in Gothenburg, this paper presents the advances in the development of the instrument. A first sample of items will be presented and the research design will be outlined in more detail. Thereby we hope to get a broader and yet finer perspective of possible incongruences and obstacles concerning our research.

References

Abrandt Dahlgren, Madeleine (2003): PBL through the looking glass. Comparing applications in computer engineering, psychology and physiotherapy. In: International Journal of Engineering Education. 19: 672 – 681. Abrandt Dahlgren, Madeleine/Dahlgren, Lars Owe (2002): Portraits of PBL. Students experience of the characteristics of problem-based learning in physiotherapy, computer engeneering and psychology. In: Instructional Science 30 (2002) 2, 111 – 127. Colliander, J.A. (2000): Effectiveness of problem-based curricula: research and theory. In: Academic Medicine 75: 259 – 266. Jern, Stefan/Hempel, Anders (2000): PBL-grupper som grupper. Gruppdynamik – en förbisedd faktor? [PBL Groups as Groups. Group Dynamics – A negletgted Factor?]. In: Hult, Håkan [Hrsg.]: Undervisning och lärande [Teaching and Learning]. 4:e universitetspedagogiska konferensen vid Linköpings universitet 16 november 2000. CUP:s Rapportserie Nr 7. Linköping. Jones, Alison/McArdle, Patricia J./O'Neill, Paul A. (2002): Perceptions of how well graduates are prepared for the role of pre-registration house officer. A comparison of outcomes from a traditional and integrated PBL curriculum. In: Medical Education 25: 16 – 15. Mamede, Silvia/Schmidt, Henk G./Norman, Geoffrey R. (2006): Innovations in Problem-Based Learning: What can we Learn from Recent Studies? In: Advances in Health Sciences Education 11: 403 – 422. Olsted, Ewa (2004): Problembaserat lärande. [Problem-Based Learning]. In: Bron, Agnieska/Wilhelmson, Lena [Hrsg.]: Lärprocesser i högre utbildning [Learning Processes in Higher Education]. Stockholm: Liber. 166 – 171. Poikela, Esa/ Poikela, S. (Hrsg.) (2005): PBL in context. Bridging Work and Education. Tampere: Tampere University Press. Reinmann, Gabi/Mandl, Heinz (2006): Unterrichten und Lernumgebungen gestalten. [Organizing Teaching and Learning Settings] In: Krapp, Andreas/Weidenmann, Bernd (Hrsg.): Pädagogische Psychologie. [Pedagogical Psychology] Weinheim: Beltz PVU. S. 613 – 658. Saarinen-Rahiika, H./Binkley, J.M. (1998): Problem-based learning in physical therapy. A review of the literature and overview of the McMaster University Experience. In: Physical Therapy 78 (1998) 3, 195 – 207. Schmidt, Henk G./Vermeulen, Linda/van der Molen, Henk T. (2006): Long term effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. In: Medical Education 40: 562 – 567. Zimmermann, Antje (2006): Problemorientiertes Lernen. Ein Überblick über eine alternative Lehr- und Lernmethode und ihre Umsetzung an der Medizinischen Fakultät der Universität Heidelberg. [Problem-Based Learning. An Overview of an alternative Teaching Method and its Implementation at the Faculty of Medicine at Heidelberg University.] Trier: Wissenschaftlicher Verlag Trier.

Author Information

Antonia Scholkmann

Technische Universität Dortmund, TUD

Center for Research on Higher Education and Faculty Development

Hamburg

Bianca Roters

TU Dortmund, Germany

Foreign Language Education

Dortmund

Ricken Judith

Ruhr-Universität Bochum, Germany

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