What students learn in problem-based learning: a process analysis

  title={What students learn in problem-based learning: a process analysis},
  author={Elaine H. J. Yew and Henk G. Schmidt},
  journal={Instructional Science},
This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine students for an entire PBL cycle were recorded. The relevant concepts articulated and studied individually while working on the problem-at-hand were identified as units of analysis and counted to demonstrate the… 
The Process of Student Learning in One-Day, One-Problem
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A processual view on the use of problem-based learning in high school physiology teaching.
It is concluded that the qualitative analysis performed herein can yield a deeper understanding of the PBL tutorial cycle and may be used to foster PBL implementation in institutions with little experience with the method and monitor its outcomes in organizations with mature PBL use.
Is learning in problem-based learning cumulative?
It is concluded that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase.
Problem-Based Learning and Computer-Based Scaffolds in Distance Education.
This chapter analyzes and synthesizes the literature regarding the factors that influence the effectiveness of PBL to identify questions that designers and researchers should ask about results of learning and offers recommendations for the future researchers and designers.
Detailed knowledge of learners’ relationships is very important for successful teacher pedagogical work in a classroom. The familiarity with the relationships is important, especially in the case of
Best Practices for Engaging Graduate Students in Problem-Based Learning
  • M. Kehus
  • Psychology
    Fostering Multiple Levels of Engagement in Higher Education Environments
  • 2019
In this chapter, the author discusses two graduate online courses and the use of the online discussion boards specifically as they were used for problem-based learning. In the first course, the
Using Problems to Learn in a Polytechnic Context
This chapter examines the relationship between problems and learning in a problem-based learning (PBL) environment using the context of a case study of a polytechnic in Singapore. The authors detail
Integrating algebraic thinking in problem-based learning among secondary school students
Algebraic thinking is a very important skill that should be mastered by students at an early stage before learning algebra. However, algebraic thinking is not emphasized in learning algebra.
Creating a Learning Space in Problem-based Learning
An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge. In this paper, I argue that one can analyze a problem in
Enhancing the AIS curriculum: Integration of a research-led, problem-based learning task
Abstract Issues relating to student learning outcomes, retention and engagement, together with pressure to reinvigorate and differentiate higher education programs through integrating research-based


The relationship between student-generated learning issues and self-study in problem-based learning
A major assumption of problem-based learning (PBL) is that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. This
Analyzing the Emergence of a Learning Issue in a Problem-Based Learning Meeting
Though much has been published concerning the intended or realized benefits of participating in a Problem-Based curriculum, we know little about what participants (faculty and students) actually do
Problem-Based Learning: What and How Do Students Learn?
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of
Group Process: The Black Box of Studies on Problem‐based Learning
  • T. Hak, P. Maguire
  • Computer Science, Medicine
    Academic medicine : journal of the Association of American Medical Colleges
  • 2000
These studies demonstrate that it is possible to observe, identify, and describe group activities (such as brainstorming and the joint identification of learning issues) that promote interactionally shared and achieved cognition.
Problem based learning: Cognitive and metacognitive processes during problem analysis
An important phase of problem-based learning in a tutorial group is problem analysis. This article describes a study investigating the ongoing cognitive and metacognitive processes during problem
Testing a Causal Model for Learning in a Problem-based Curriculum
The results indicate that the model fitted the data well and gives insight into how important variables are related and it is recommended that data should be collected to test the model repeatedly.
What's So Good About Problem-Based Learning?
In a systematically designed and controlled experiment conducted in a naturalistic instructional setting, we examined adult students' learning of two concepts. Two intact classes taught by the same
Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning
The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study to investigate whether and how PBL stimulates students towards constructive, self-directed and collaborative learning.
Theory Presentation and Assessment in a Problem-Based Learning Group.
In this study, we apply the procedures and assumptions of ethnomethodological conversation analysis to analyze a segment of interaction in a problem‐based learning (PBL) meeting. In the segment, one
The effect of talk and writing on learning science: An exploratory study
This study investigated the role of talk and writing on learning science. The purpose was to explore the effect of talk, writing, and talk and writing on the learning and retention of simple and