Student perceptions about self-directed learning in a professional course implementing problem-based learning
Author:
- 1 January 1993
- journal article
- research article
- Published by Taylor & Francis in Studies in Higher Education
- Vol. 18 (1) , 53-63
Abstract
In a climate of rapid change and proliferating knowledge, there is an onus on teachers in higher education to assume more responsibility for helping students to develop as self-directed learners in their courses. In particular, problem-based learning is a potential educational framework within which to provide this assistance. From its theoretical basis, the paper reports on a study which explored the perceptions held by a group of students about their self-directed learning during a university semester. The professional course within which the students were enrolled implemented problem-based learning, and overtly encouraged the development of self-directed learning ability as one of the published objectives of the course. Results showed significant changes in their perception of the importance of self-directed learning; and highly significant changes in their perceptions of their ability as self-directed learners. It is suggested that the results are most likely due to the influence of the educational environment.Keywords
This publication has 4 references indexed in Scilit:
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- A social cognitive view of self-regulated academic learning.Journal of Educational Psychology, 1989
- A taxonomy of problem‐based learning methodsMedical Education, 1986
- Learning for self-direction in the classroom: The pattern of a transition processStudies in Higher Education, 1986