Higher Ed. Pedagogy, Andragogy & Application
Monday, March 29, 2010
  Evaluating Evidence that Problem-based Learners are Self-directed Learners (Lit Review)
Good review of problem-based learning and self-directed learning. Results indicate that such learners may use more academic resources more effectively than student attending traditional curriculum structures. Implications for alternative academic and classroom teaching design, strategies and structure at university undergraduate level.

Blog owner's comment: A problem-based curriculum and academic structure would  work well with students who are already high-achievers, and self-motivated learners. Traditional students entering such a learning environment (even high-achieving traditional students) would likely need to 'unlearn' dependencies on tradtional academic structure learned over years of schooling, and learn 'how' to learn as a more independent, self-directed learners.  A team approach, mixing students who are already self-directed learners with those who have been conditioned to a traditional classroom approach may provide some scaffolding for movement of traditional students towards more non-traditional self-directed learning. 
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Posts in this weblog deal with teaching and learning in tertiary institutions.Fundamentally: this weblog deals with research and information in the areas of pedagogy, andragogy and practice and is intended for educational and non-commercial use and purposes only. (Please note there is a Blog Catalog search engine at the end of this blog to assist you in your search of it.)

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