1. The study examined how third-year clinical science students regulated their learning over the course of a problem-based learning (PBL) year. Surveys and interviews were conducted to understand students' self-regulated learning (SRL) and how it changed over time.
2. Initial results found students had high levels of reflection but lacked motivation due to a lack of structure and assessment. Over time, students improved in self-evaluation, seeking help, and knowledge retention, but were influenced by less engaged peers.
3. While PBL afforded opportunities like small groups and self-assessment, constraints included the effect of disengaged peers and a lack of defined learning boundaries. Overall implementation of PBL may need
1. Transformation of student self-regulated learning over a Problem-Based Learning year Sarah Hyde [email_address] Pip Yabsley [email_address] Donna Read [email_address] CSUEd 2009, Albury
Quite confident in ability to learn at the beginning of the year but use of strategies quite low More confident in learning at end of year but strategy use quite varied – increased for some and decreased for others
What does this mean in terms of PBL? It means that we can explain the way students learn by taking into account not only their cognitive ability and the group dynamic, but the whole gamet of factors social and cultural which have an influence. By using this framework we can better understand what helps or hinders student learning in this context and make the subsequent adjustments to maximise learning.
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