Journal Articles
Problem design in problem-based learning: Evaluating students' learning and self-directed learning practice
- Problem design in problem-based learning: Evaluating students' learning and self-directed learning practice
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- Yeung, Ella Dept. of Rehabilitation Sciences, Hong Kong Polytechnic University
- Au Yeung, Stephanie Dept. of Rehabilitation Sciences, Hong Kong Polytechnic University
- Chiu, Thomas Dept. of Rehabilitation Sciences, Hong Kong Polytechnic University
- Mok, Nicola Hong Kong Polytechnic University
- Lai, Patrick Hong Kong Polytechnic University
- Innovations in Education & Teaching International, 40(3), 237-244, 2003
- Routledge
- 2003
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- Hong Kong
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- 1997.7 onwards
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- Post-Secondary Education
- The design of the problems that are used in problem-based learning plays an important part in achieving the intended learning objectives set by teaching staff. To a large extent, the learning issues generated by students during tutorials determine their learning activities and form the framework for the direction of self-directed study. The relevance of these learning issues will drive and stimulate students to become more competent self-directed learners. The work described in this paper explores the match between students' learning issues and the learning objectives that have been set by teaching staff. The findings indicate that students recognize (on average) 79.9% of the learning objectives with a significant improvement as the semester progresses (p < 0.01). There is also evidence to suggest that students move towards independent learning as a result of problem-based learning.[Copyright of Innovations in Education & Teaching International is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/1470329032000103762]
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- English
- Journal Articles
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- 14703297
- https://bibliography.lib.eduhk.hk/bibs/152cf622
- 2010-11-24
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