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The relationship of problem-based le...

Dunlap, Joanna Catherine,

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The relationship of problem-based learning to life-long learning /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of problem-based learning to life-long learning // Joanna Catherine Dunlap.
作者:	Dunlap, Joanna Catherine,
面頁冊數:	1 electronic resource (204 pages)
附註:	Source: Dissertations Abstracts International, Volume: 58-11, Section: A.
Contained By:	Dissertations Abstracts International58-11A.
標題:	Curricula. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9718108
ISBN:	9780591263275

The relationship of problem-based learning to life-long learning /
Dunlap, Joanna Catherine,

The relationship of problem-based learning to life-long learning /Joanna Catherine Dunlap. - 1 electronic resource (204 pages)

Source: Dissertations Abstracts International, Volume: 58-11, Section: A.

Problem-based learning (PBL), an instructional methodology with theoretical foundations in cognitive psychology, teaches content and skills within a knowledge domain by using authentic problems as the stimulus and focus for student activity. PBL fulfills distinct educational outcomes: (1) Students acquire an essential body of retrievable and usable knowledge and skills; (2) Students are able to transfer their knowledge and skills effectively to solve a variety of problems; (3) Students develop life-long learning skills to extend or improve their knowledge base in order to remain contemporary. Life-long learning is defined as the ability to utilize metacognitive and self-directed learning skills to support autonomous, continuous learning throughout life. This qualitative study examined the effect of problem-based learning (PBL) on life-long learning. The subjects for this study were undergraduate and graduate students in a 15-week, university course entitled "Computing with C++". The course taught C++ programming syntax within the context of object-oriented design and development methodology. Findings based on analysis of journals indicated that PBL has an overall positive impact on students' use and development of life-long learning skills. Results based on the Fishbein and Ajzen questionnaires using correlation and multiple regression techniques indicated that students' intentions to utilize self-directed learning skills are related to and a predictor of students' intentions to engage in life-long learning. However, students' intentions to utilize metacognitive skills are not strongly related to and not a predictor of students' intentions to engage in life-long learning. Possible reasons for these results are described, research issues regarding the relationship between the development of metacognitive and self-directed learning skills and life-long learning are examined, and prescriptions for improving PBL to better address the life-long learning outcome are provided.

English

ISBN: 9780591263275Subjects--Topical Terms:

3422445
Curricula.

The relationship of problem-based learning to life-long learning /
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