David Gijbels

Effects of problem-based learning: A meta-analysis.

This meta-analysis has two aims: (a) to address the main effects of problem based learning on two categories of outcomes: knowledge and skills; and (b) to address potential moderators of the effect of problem based learning. We selected 43 articles that met the criteria for inclusion: empirical studies on problem based learning in tertiary education conducted in real-life classrooms. The review reveals that there is a robust positive effect from PBL on the skills of students. This is shown by the vote count, as well as by the combined effect size. Also no single study reported negative effects. A tendency to negative results is discerned when considering the effect of PBL on the knowledge of students. The combined effect size is significantly negative. However, this result is strongly influenced by two studies and the vote count does not reach a significant level. It is concluded that the combined effect size for the effect on knowledge is non-robust. As possible moderators of PBL effects, methodological factors, expertise-level of students, retention period and type of assessment method were investigated. This moderator analysis shows that both for knowledge- and skills-related outcomes the expertise-level of the student is associated with the variation in effect sizes. Nevertheless, the results for skills give a consistent positive picture. For knowledge-related outcomes the results suggest that the differences encountered in the first and the second year disappear later on. A last remarkable finding related to the retention period is that students in PBL gained slightly less knowledge, but remember more of the acquired knowledge.

Impact of assessment on students' learning strategies and implications for judging asssessment quality

Assessment is considered to be an important tool for making education work. However, is there a relationship between the assessment practices used in classrooms and what or how students learn? If yes, how does this work? This article focuses on the importance of pre-, post-, and pure assessment effects on learning. It presents some recent studies aiming to contribute to our understanding of the effects of assessment on student learning. Moreover, given the influence of assessment on student learning, it is stressed that attention should be paid to the quality of current classroom assessment practices by using quality indicators that align with the features of these classroom assessment practices.

Individuele verschillen in werkplekleren bij leraren in opleiding : een kwestie van motivatie?

In deze studie worden individuele verschillen in leren bij studenten in de lerarenopleiding die stage lopen in kaart gebracht aan de hand van het refe‐ rentiekader van Oosterheert (2001). Daarnaast wordt de relatie tussen deze kenmerken van leren en motivatie verkend vanuit de prestatiedoelentheorie. De resultaten tonen aan dat studenten in stages het leren onderwijzen zien als ‘lesgeven en uitproberen’, maar kennelijk ook veel behoefte hebben aan ondersteuning door anderen. Ze stappen op hun mentor en collega’s af en kijken naar hun leerlingen om hun eigen lessen te evalueren. Negatieve leservaringen vormen voor hen geen bron van informatie maar eerder een bezorgdheid. Hoe studenten leren in stages hangt matig samen met hun motivatie voor leren. Er treden vooral verschillen op in stageleren naargelang de afstudeerrichting die studenten volgen. Implicaties voor onderzoek en praktijk worden toegelicht.