Mien Segers

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.

The use of self-, peer and co-assessment in higher education: A review

ABSTRACT The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and principles to conditions and procedures for application. PBL had the most positive effects when the focal constructs being assessed were at the level of understanding principles that link concepts. The results suggest that the implications of assessment must be considered in examining the effects of problem-based learning and probably in all comparative education research.

Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments Team Learning Beliefs and Behaviors

A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration how social processes in groups and teams affect performance. This article investigates when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition, leading to increased perceived performance. In doing so, this research looks for discourse practices managing the co-construction of mutually shared cognition and reveals conditions in the interpersonal context that contribute to engagement in these knowledge-building practices. A comprehensive theoretical framework was developed and tested. The constructs in the model were measured with the Team Learning Beliefs & Behaviors Questionnaire and analyzed using regression and path analysis methodology. Results showed that both interpersonal and sociocognitive processes have to be taken into account to understand the formation of mutually shared cognition, resulting in higher perceived team performance.

The role of academic motivation in Computer-Supported Collaborative Learning

In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network.

Transfer of training: the role of feedback in supportive social networks

The transfer of training to the workplace often fails to occur. The authors argue that feedback generated within the work environment about the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during training. This study takes a social network perspective and explores the role of feedback generated within the social network in fostering motivation-to-transfer and the transfer of training. The results show that the number of people providing feedback and the helpfulness of this feedback are positively related to the motivation for and actual transfer of training. The frequency of feedback appears to be negatively related. This study underlines the importance of feedback in turning the workplace into a learning environment fostering the transfer of training. It also suggests the value of adopting a social network perspective.

The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning

This study focuses on students’ learning approaches in the context of a competency‐based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches. Additionally, differences in perceptions and learning approaches between first‐year students and second‐year students, who already have one year of experience with the portfolio assessment practice, are investigated. A total of 110 students completed two questionnaires at the end of the academic year: the Revised SPQ (Study process questionnaire) was used to measure their approaches to learning and the AEQ (Assessment experience questionnaire) was used to measure their perceptions of the assessment practice. The results indicate that, when implementing portfolio assessment, feedback is essential. Moreover, it seems not to be the assessment design, but rather how it is implemented, and how students’ learning is stimulated through the assessment, that influences the quality of learning.

What is happening under the surface? Power, conflict and the performance of medical teams

Medical Education 2012: 46: 838–849

The interplay of perceptions of the learning environment, personality and learning strategies: a study amongst International Business Studies students

Previous research on students’ learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students’ perceptions of the learning environment, their personality, and the learning strategies they used. This study was conducted in an International Business Studies programme, with 522 students participating in the research project. Path analyses were conducted to assess the nature of the relationships between personality traits, perceptions of the learning environment and learning strategies. The first path analysis revealed that two personality traits, conscientiousness and openness to experience, are related to learning strategies. The second path analysis indicated that students’ perceptions of the various elements of the learning environment influence their learning strategies. A third path analysis revealed that personality traits are only slightly related to perceptions of the learning environment. Finally, the path analysis of the full model indicated both direct and indirect relationships between conscientiousness, openness to experience, and learning strategies. Perceptions of learning environment components mediated the relationships between the other personality traits and learning strategies.

Learning to stay employable

Purpose – The purpose of this paper is to examine the effects of chronological age and formal and informal learning activities on employability. Furthermore, indirect effects of age on employability via learning activities were tested. Design/methodology/approach – The authors conducted quantitative, cross-sectional survey research (n ¼ 780) in three Dutch and Austrian organizations to study the relationship between chronological age, formal and informal learning activities, and employability using structural equation modeling. Findings – The authors find that both formal and informal learning increase employees’ employability. However, each type of learning contributes to different components of employability. Additionally, the authors find indirect effects of chronological age on employability via formal learning. Research limitations/implications – The results question the focus on chronological age in organizational and political decision making and contribute new insights for the management of an increasingly older workforce. Practical implications – The findings question the predominant use of chronological age as decisive criterion in organizational and national policies and call for closer examination of stereotypes against older employees. Employees should be supported in pursuing learning activities – irrespective of their chronological age. The implications of limiting employees’ access to formal learning activities may limit their future employability. Individual employees, however, are in control of their informal learning activities, and this is a very important lever to maintain and develop employability. Social implications – Given the increasing dependency of social welfare systems on older people’s active participation in the labor market, this study stresses that it is not chronological age per se that affects people’s employability. This diverges from the way of how chronological age is used in policy making. Originality/value – This study contributes further evidence for the relationships of age and formal and informal learning on employability. Additionally, it extends previous literature by examining different effects on different facets of employability, criticizing the prevalent use of chronological age, and investigating potential mediation effects.