Understanding the prospect of success in professional training : an ethnography into the assessment of problem-based learning
Keywords
Social SciencesBLACK-BOX
PBL
Higher education
adult learning
problem-based learning
ethnography
group dynamics
expectancy theory
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https://biblio.ugent.be/publication/8610991http://hdl.handle.net/1854/LU-8610991
https://dx.doi.org/10.1080/17457823.2017.1388184
https://biblio.ugent.be/publication/8610991/file/8613449
Abstract
One of the most fundamental innovations in higher education is the introduction of the method known as problem-based learning (PBL). While literature has largely focused on its learning goals and the transition from lectures to tutorials, little research has problematised why this is a successful methodology and what we consider as students' success. Drawing upon various ethnographic techniques, the authors analyse PBL as a field of expectations in light of Expectation-Value Theory. Beyond merely showing that PBL is a culturally constructed practice, the article elaborates on how students' expectations inform practices, performance and evaluation, which is important for assessing the successfulness of the method. By discussing students' expectations, dynamics and power relations, the present article is a contribution to the research addressing what has come to be known as the 'black box' of PBL.Date
2019Type
journalArticleIdentifier
oai:archive.ugent.be:8610991https://biblio.ugent.be/publication/8610991
http://hdl.handle.net/1854/LU-8610991
http://dx.doi.org/10.1080/17457823.2017.1388184
https://biblio.ugent.be/publication/8610991/file/8613449