Portraits of PBL: The Differential Impact of Assessment on Students' Approaches to Learning in Psychology, Computer Engineering, and Physiotherapy
(English)Manuscript (preprint) (Other academic)
The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe the impact of assessment on students' approaches to learning in the three programmes. The PBL programmes are a Master's programme in Psychology, Master's programme in Computer Engineering, and a Bachelor's programme in Physiotherapy. Data were gathered through semi-structured interviews, which were transcribed and analysed qualitatively. The results reveal both an idiosyncratic and a common pattern of categories describing the students’ approaches to learning. The idiosyncratic categories Confronting of perspectives, Reaching consensus, and Clinical reasoning appear to reflect fragments of the kinds of knowledge that are valued and sought-after within Psychology, Computer Engineering and Physiotherapy, respectively. The categories Reflecting, Memorising and Tactical planning appear across all three programmes, portraying deep as well as surface and strategic approaches to learning.
problem-based learning, comparative study, student's perspective, assessment, approaches to learning, qualitative analysis
IdentifiersURN: urn:nbn:se:liu:diva-54138OAI: oai:DiVA.org:liu-54138DiVA: diva2:300155