Abstract
The purpose of this research is to study the impact of the three dimensions of problem-based learning (PBL): 1) real world problem-driven learning; 2) self- directed learning; and 3) collaborative learning on students' satisfaction of their learning. This survey research study utilized a 17-item online �Dimensions of PBL� survey, which was distributed among college students who were participating in PBL courses or learning modules. Initial data analyses indicate that the real world problem-driven learning dimension influences student satisfaction the most. This is followed by the collaborative learning dimension. The self-directed learning dimension impacts student satisfaction the least. More data is being collected to conduct factor analysis and multiple regression statistical analysis to confirm this initial finding. The implication of this study is that instructors of PBL courses may be able to increase their students' satisfaction by addressing the appropriate dimensions of PBL.
Location
Room 115
Recommended Citation
Leong, Peter, "An Empirical Investigation of the Impact of the Dimensions of Problem-based Learning on Student Satisfaction" (2013). SoTL Commons Conference. 69.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/69
An Empirical Investigation of the Impact of the Dimensions of Problem-based Learning on Student Satisfaction
Room 115
The purpose of this research is to study the impact of the three dimensions of problem-based learning (PBL): 1) real world problem-driven learning; 2) self- directed learning; and 3) collaborative learning on students' satisfaction of their learning. This survey research study utilized a 17-item online �Dimensions of PBL� survey, which was distributed among college students who were participating in PBL courses or learning modules. Initial data analyses indicate that the real world problem-driven learning dimension influences student satisfaction the most. This is followed by the collaborative learning dimension. The self-directed learning dimension impacts student satisfaction the least. More data is being collected to conduct factor analysis and multiple regression statistical analysis to confirm this initial finding. The implication of this study is that instructors of PBL courses may be able to increase their students' satisfaction by addressing the appropriate dimensions of PBL.
