| Título: | The Impact of Problem-Based Learning in an Interdisciplinary First-Year Program on Student Learning Behaviour |
| Autores: | Manager, Journal |
| Fecha: | 2007-12-31 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
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| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | Canadian universities are struggling to address seemingly contradictory challenges pertaining to undergraduate education: high demand and underfunding. A number of instruments, including the National Survey of Student Engagement (National Survey of Student Engagement, n.d.), have led to greater priority being placed on the undergraduate experience. Yet, strategies to ensure student satisfaction with their education, through initiatives such as small classes and personal contact with faculty, seem at odds with the large classes necessitated by fiscal imperatives. We carried out a systematic investigation of the impact of one problem-based learning course on first year students’ experiences. We also investigated the persistence of skills and attitudes learned in this single exposure to problem-based learning. The results of our investigation show that this course had very positive effects on the immediate and persistent behaviours of students. Our research provides empirical evidence of the effectiveness of problem-based learning and leads us to suggest how a problem-based approach might help universities enhance the quality of education and the undergraduate experience.Les universités canadiennes sont aux prises avec deux défis apparemment contradictoires en matière d’enseignement au premier cycle : une demande élevée et un financement insuffisant. Plusieurs instruments, dont un sondage sur l’engagement étudiant (National Survey of Student Engagement), ont accru l’importance accordée à l’expérience étudiante au premier cycle. Néanmoins, les stratégies mises en oeuvre pour accroître la satisfaction, comme les classes de petite taille et les relations individualisées avec les enseignants, vont à l’encontre des mesures imposées par les contraintes fi nancières. Nous avons réalisé une enquête sur l’impact sur l’expérience étudiante de première année d’un cours basé sur l’apprentissage par problèmes. Nous avons aussi étudié la persistance des compétences et attitudes acquises suite à cette unique expérience de l’apprentissage par problèmes. Les résultats de notre enquête démontrent que ce cours a eu des effets très positifs sur les pratiques immédiates et à long terme des étudiantes et étudiants. Notre recherche offre des preuves empiriques de l’effi cacité de l’apprentissage par problèmes. Selon nous, cette approche pourrait aider les universités à améliorer la qualité de leur enseignement et l’expérience de la population étudiante. |
| Idioma: | Inglés |
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