Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers |
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| Institution: | 1. Department of Psychology, Erasmus University Rotterdam, The Netherlands;2. Department of Personnel Management, Work & Organizational Psychology, Ghent University, Belgium;1. University of Central Lancashire, Cyprus, 12-14 University Avenue, Pyla, 7080 Larnaka, Cyprus;2. University of Cyprus, Learning in Science Group, Department of Educational Sciences, P.O. Box 20537, 1678 Cyprus;1. University of Munich, Chair of Education and Educational Psychology, Leopoldstraße 13, 80802 Munich, Germany;2. University of Munich, Chair of Mathematics Education, Theresienstraße 39, 80333 Munich, Germany;3. Technische Universität München, Heinz Nixdorf-Chair for Mathematics Education, Schellingstraße 33, Munich, Germany |
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| Abstract: | Problem-based learning (PBL) requires students to formulate learning issues that need to be answered by studying multiple literature resources. Advocates of high instructional guidance argue that this is too cognitively demanding for students and ineffective for learning. Therefore, we examined the effects of studying an integrated model answer in the self-study phase in PBL. Participants (N = 62) engaged in a simulated group discussion, ending with the establishment of learning issues. Then they either studied integrated model answers to the learning issues, or undertook a standard PBL self-study phase in which students needed to construct their own answers based on multiple literature resources. Higher learning outcomes were obtained for the participants who studied integrated model answers when compared to the participants who constructed their own answers. These higher learning outcomes were obtained with lower investment of self-study and equal investment of mental effort during learning. |
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| Keywords: | Problem-based learning Direct instruction Self-study Cognitive load Ill-defined problems |
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