Abstract
The present study describes the redesign of a Problem Based Learning (PBL) course in a Business curriculumand the effects of this approach on students'cognitive learning outcomes. The goal of theresearch was to explore the extent to whichthis new approach would yield better cognitivelearning outcomes, when compared to a regularPBL setting. Three main aspects of the regularPBL course were redesigned. Firstly, theauthenticity of the case studies was optimized.Authentic problem descriptions and companyinformation were used for the acquisition,application, and assessment of knowledge.Ill-structured real-life information was used,from real companies. Secondly, control aspectsbetween students and tutors were modified.Students were given increased control overtheir tasks as they worked more independentlyfrom their tutors in small, self-steeringteams. Thirdly, the students' ways of socialcollaboration were adapted to resemble teamworkin business practice. Apart from one regularPBL tutorial meeting, students worked in verysmall teams. Student collaboration on problemsolving and information delivery was supportedthrough electronic communication tools.
In order to measure the effects of the redesignon students' cognitive learning outcomes, aquasi-experimental comparative design was setup. Subjects were second-year students who wereenrolled in a marketing course at the Facultyof Economics and Business Administration. Theycompleted a case study at the end of thecourse. The scores on this knowledgeapplication test indicated that the redesignedPBL-format contributed significantly toimproved cognitive gains, compared to theregular PBL-setting.
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Arts, J.A., Gijselaers, W.H. & Segers, M.S. Cognitive effects of an authentic computer-supported, problem-based learning environment. Instructional Science 30, 465–495 (2002). https://doi.org/10.1023/A:1020532128625
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DOI: https://doi.org/10.1023/A:1020532128625