Claims

Research-driven guidelines exist for promoting student responsibility for learning in PBL

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q1 i? The article presents research-driven guidelines on how to promote student responsibility for learning in PBL, alongside its theoretical model. → Mary C. English 2013

Evidence

Mary C. English 2013

Mary C. English, Anastasia Kitsantas. (2013). Supporting Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.7771/1541-5015.1339

q1 · i? · theoretical · r2

The abstract announces the article's two deliverables: a theoretical model of the PBL–SRL relationship and "research-driven guidelines on how to promote student responsibility for learning in PBL." The supplied text does not include the guidelines themselves.

"a theoretical model of the relationship between PBL and SRL is presented, along with research-driven guidelines on how to promote student responsibility for learning in PBL."

Discussion

Page metadata
Field Value
type claim
id research-driven-guidelines-promote-responsibility-pbl
title Research-driven guidelines exist for promoting student responsibility for learning in PBL
description Research-driven guidelines exist for promoting student responsibility for learning in PBL
status review
evidence_strength weak
newest_evidence 2013
generated by process:wiki-ingest on 2026-10-17
trust unverified — no one has confirmed this page's content
sources 1 — mary-c-english-2013

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