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Direct linkWijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva; Schmidt, Henk G. – Journal of Educational Psychology, 2014
Two studies investigated the importance of initial topic interest (i.e., expectation of interest) and tutors' autonomy-supportive or controlling instructional styles for students' motivation and performance in problem-based learning (PBL). In Study 1 (N = 93, a lab experiment), each student participated in a simulated group discussion in…
Descriptors: Teaching Styles, Problem Based Learning, Tutors, Teaching Methods
Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva – Contemporary Educational Psychology, 2011
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…
Descriptors: Focus Groups, Problem Based Learning, Student Motivation, Active Learning
Schmidt, Henk G.; Loyens, Sofie M. M.; Van Gog, Tamara; Paas, Fred – Educational Psychologist, 2007
Kirschner, Sweller, and Clark (2006) suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation…
Descriptors: Teaching Methods, Cognitive Structures, Problem Based Learning, Educational Principles
Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2008
The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…
Descriptors: Constructivism (Learning), Educational Psychology, Learning Strategies, Problem Based Learning
Loyens, Sofie M. M.; Magda, Joshua; Rikers, Remy M. J. P. – Educational Psychology Review, 2008
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an…
Descriptors: Problem Based Learning, Teaching Methods, Independent Study, Cognitive Development
Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Advances in Health Sciences Education, 2006
This study investigated students' conceptions of constructivist learning activities in a problem-based learning (PBL) and a traditional curriculum. We examined whether students who have chosen for a problem-based curriculum have different conceptions of constructivist assumptions compared to students who have chosen to be enrolled in a…
Descriptors: Constructivism (Learning), Learning Activities, Comparative Education, Problem Based Learning
