Abstract

Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that resembled teamwork in business practice. (Contains 54 references.) (Author/LRW)

Citation

Arts, J.A.R., Gijselaers, W.H. & Segers, M.S.R. (2002). Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment. Instructional Science: An International Journal of the Learning Sciences, 30(6), 465. Retrieved August 8, 2024 from https://www.learntechlib.org/p/94875/.

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Keywords

• Business Administration Education
• case studies
• Cognitive Processes
• Computer Assisted Instruction
• Computer Sciences
• Course Content
• Foreign Countries
• higher education
• Interpersonal Relationship
• Learner Controlled Instruction
• problem based learning
• Social Sciences
• teamwork