Scrutinize student-generated learning issues and self-study topics to monitor what content PBL students actually cover¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends comparing student-generated learning issues with the topics students actually cover during self-study as a monitoring practice. It concludes that "scrutinizing student-generated learning issues and topics covered during self-study may provide information about what content is covered by students in tutorial groups", giving tutors and course designers a window into self-directed learning.

Design Implications¶

Context¶

Requirements¶

• Procedures for eliciting learning issues and for measuring self-study topics (such as the Topic Checklist) must be in place

Constraints¶

• The discrepancy between the measurements shows learning issues are not the sole source of self-study decisions, so the information is partial

Target Learners¶

• Students in problem-based learning tutorial groups

Target Learning Goals¶

• Monitoring and guiding self-directed learning content coverage

Claims¶

• Student-generated learning issues are not the sole source on which PBL students base self-study decisions [+W]
• Multiple factors besides learning issues may shape PBL students' self-study decisions [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Dolmans, D., Schmidt, H. & Gijselaers, W. (1994). The relationship between student-generated learning issues and self-study in problem-based learning. Instructional Science: An International Journal of Learning and Cognition, 22(4), 251–267. https://doi.org/10.1007/BF00891779