Advances in Health Sciences Education

, Volume 11, Issue 4, pp 337–347

Do student-defined learning issues increase quality and quantity of individual study?

Authors

    • Department of Psychology, Higher Education Research CenterErasmus University Rotterdam
  • Remy M. J. P. Rikers
    • Department of Psychology, Higher Education Research CenterErasmus University Rotterdam
  • Wilco W. R. te Winkel
    • Department of Psychology, Higher Education Research CenterErasmus University Rotterdam
  • Marianne M. van den  Hurk
    • Department of Pedagogical and Educational SciencesRadboud University Nijmegen
Article

DOI: 10.1007/s10459-006-9013-7

Cite this article as:
Verkoeijen, P.P.J.L., Rikers, R.M.J.P., Winkel, W.W.R. et al. Adv Health Sci Educ Theory Pract (2006) 11: 337. doi:10.1007/s10459-006-9013-7

Abstract

An experiment was conducted in the context of a problem-based learning course to investigate the influence of a learning-goal-free problem scenario on the quality and quantity of individual study. In half of the tutorial groups, the problem scenario was constructed in such a way that it provided useful learning issues (goal-specified condition), whereas in the other half of the tutorial groups, the problem scenario did not provide learning issues (goal-free condition). It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in the goal-specified condition. These findings suggest that the use of goal-free problems has a positive effect on the students’ individual study and the extensiveness of the tutorial group meeting.

Keywords

individual studylearning issuesproblem-based learningtutorial group
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Copyright information

© Springer Science+Business Media, Inc. 2006