Critical Task Characteristics in Problem-Based Learning

Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recogni...

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Bibliographic Details
Published in:Industry & higher education 2006-10, Vol.20 (5), p.347-357
Main Authors: Otting, Hans, Zwaal, Wichard
Format: Article
Language:English
Subjects:
Business studies
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Constructivism
Constructivism (Learning)
Cooperation
Criticism
Education
Industry
Instructional Design
Learning
Learning Processes
Pedagogy
Policy studies
Problem Based Learning
Problem solving
Questionnaires
Teaching Methods
Undergraduate Students
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Summary:Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and guidelines for the construction and evaluation of the tasks. The main goal of this study is to develop a valid and useful checklist for the construction and evaluation of PBL tasks. A checklist with critical characteristics of tasks will serve two purposes: it will support instructional designers in creating and constructing appropriate tasks, and it will provide a tool that can be applied to the evaluation of PBL tasks. Data for the study were gathered from a sample of undergraduate students and instructors on a hospitality management programme. Participants filled out a questionnaire with 94 importance and performance statements covering nine characteristics of PBL tasks. The results show that an instrument with 44 items and six factors seems to cover the key characteristics of PBL tasks.
ISSN:0950-4222
2043-6858
DOI:10.5367/000000006778702283