NDLI: The Impact of Problem-Based Learning in an Interdisciplinary First-Year Program on Student Learning Behaviour.

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The Impact of Problem-Based Learning in an Interdisciplinary First-Year Program on Student Learning Behaviour.

Content Provider	Semantic Scholar
Author	Murray, Jacqueline Summerlee, Alastair J. S.
Copyright Year	2007
Abstract	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 fi scal imperatives. We carried out a systematic investigation of the impact of one problem-based learning course on fi rst 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.
Starting Page	87
Ending Page	107
Page Count	21
File Format	PDF HTM / HTML
Volume Number	37
Alternate Webpage(s)	http://journals.sfu.ca/cjhe/index.php/cjhe/article/download/531/577
Alternate Webpage(s)	http://files.eric.ed.gov/fulltext/EJ799707.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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