Staff View
Is collaboration a necessary component of problem-based learning?

Descriptive

TitleInfo
Title
Is collaboration a necessary component of problem-based learning?
Name (type = personal)
NamePart (type = family)
Manente
NamePart (type = given)
Christopher James
NamePart (type = date)
1983-
DisplayForm
Christopher Manente
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
O'Donnell
NamePart (type = given)
Angela M
DisplayForm
Angela M O'Donnell
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Chinn
NamePart (type = given)
Clark
DisplayForm
Clark Chinn
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Hmelo-Silver
NamePart (type = given)
Cindy
DisplayForm
Cindy Hmelo-Silver
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Mandelbaum
NamePart (type = given)
Jenny
DisplayForm
Jenny Mandelbaum
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The instructional method of problem-based learning (PBL) has continued to grow in popularity among educators at all levels despite a lack of definitive empirical support for its use. To date, research findings documenting positive outcomes associated with PBL have been largely insufficient in addressing many of the concerns raised by critics of the method. Specifically, many of the studies in problem-based learning to this point have involved an absence of experimental control and/or the presence of significant methodological flaws, both of which have drawn the criticism that the collective body of research related to the efficacy of PBL suffers from a general lack of validity (Colliver, 2000; Savery, 2006). The current study involved a component analysis of problem-based learning conducted in an authentic learning environment. This research sought to answer the following questions: What is the influence of positive interdependence within groups on student performance in PBL? What is the influence of the social aspect of group work on student performance in PBL? What is the influence of PBL instructional designs on the development of skills needed for successful collaboration? A crossed, within-subjects design was used to compare the academic performance of students across three experimental conditions within the context of three sections of an undergraduate Educational Psychology course. The three conditions included PBL-Positive Interdependence, PBL-High Positive Interdependence, and PBL-Independent. The instructor, course content, instructional time, and course materials were controlled to ensure consistency across the three sections. The results of the current study suggest that the collaborative aspect of PBL is essential to the success of students engaged in this form of instruction. Additionally, the findings of the current study suggest that student success in collaborative learning environments may rely on the existence of adequate structure to scaffold the students’ development of skills related to the collaborative process. The findings of the current study confirm that PBL is most effective when implemented in its purest form, and that problem-based instructional designs without a collaborative component cannot be considered as a pedagogically equivalent alternative to problem-based learning as it is commonly defined.
Subject (authority = RUETD)
Topic
Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5454
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
x, 185 p. : ill.
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Christopher James Manente
Subject (authority = ETD-LCSH)
Topic
Problem-based learning
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T37M0673
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Manente
GivenName
Christopher
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-04-11 13:27:02
AssociatedEntity
Name
Christopher Manente
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.5.5
Rutgers University Libraries - Copyright ©2024