Investigating effects of problem-based versus lecture-based learning environments on student motivation
► Motivation is investigated in lecture-based (LB) and problem-based learning (PBL). ► No differences were found on autonomous and controlled motivation. ► PBL students had higher perceptions of competence compared to LB students. ► PBL students perceived an imbalance between controlling elements an...
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| Veröffentlicht in: | Contemporary educational psychology 2011-04, Vol.36 (2), p.101-113 |
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| container_title | Contemporary educational psychology |
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| creator | Wijnia, Lisette Loyens, Sofie M.M. Derous, Eva |
| description | ► Motivation is investigated in lecture-based (LB) and problem-based learning (PBL). ► No differences were found on autonomous and controlled motivation. ► PBL students had higher perceptions of competence compared to LB students. ► PBL students perceived an imbalance between controlling elements and autonomy. ► Learning environments should provide the right amount of structure.
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students. |
| doi_str_mv | 10.1016/j.cedpsych.2010.11.003 |
| format | Article |
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This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.</description><identifier>ISSN: 0361-476X</identifier><identifier>EISSN: 1090-2384</identifier><identifier>DOI: 10.1016/j.cedpsych.2010.11.003</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Active Learning ; Autonomy support ; Biological and medical sciences ; Competence ; Educational psychology ; Focus Groups ; Fundamental and applied biological sciences. Psychology ; Intrinsic motivation ; Learning ; Learning environment ; Lecture Method ; Motivation ; Personal Autonomy ; Problem Based Learning ; Problem solving ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Scores ; Self-determination ; Student Motivation ; Student-centered ; Surveys ; Teaching Methods ; Undergraduate Students</subject><ispartof>Contemporary educational psychology, 2011-04, Vol.36 (2), p.101-113</ispartof><rights>2010 Elsevier Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2011 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c423t-8a9ae50ab28fbc8b438ca22af8cedc37900896bd244072e294f6deef78ac9ddf3</citedby><cites>FETCH-LOGICAL-c423t-8a9ae50ab28fbc8b438ca22af8cedc37900896bd244072e294f6deef78ac9ddf3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.cedpsych.2010.11.003$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3548,27923,27924,30998,30999,45994</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ920789$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24129675$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Wijnia, Lisette</creatorcontrib><creatorcontrib>Loyens, Sofie M.M.</creatorcontrib><creatorcontrib>Derous, Eva</creatorcontrib><title>Investigating effects of problem-based versus lecture-based learning environments on student motivation</title><title>Contemporary educational psychology</title><description>► Motivation is investigated in lecture-based (LB) and problem-based learning (PBL). ► No differences were found on autonomous and controlled motivation. ► PBL students had higher perceptions of competence compared to LB students. ► PBL students perceived an imbalance between controlling elements and autonomy. ► Learning environments should provide the right amount of structure.
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.</description><subject>Active Learning</subject><subject>Autonomy support</subject><subject>Biological and medical sciences</subject><subject>Competence</subject><subject>Educational psychology</subject><subject>Focus Groups</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Intrinsic motivation</subject><subject>Learning</subject><subject>Learning environment</subject><subject>Lecture Method</subject><subject>Motivation</subject><subject>Personal Autonomy</subject><subject>Problem Based Learning</subject><subject>Problem solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Scores</subject><subject>Self-determination</subject><subject>Student Motivation</subject><subject>Student-centered</subject><subject>Surveys</subject><subject>Teaching Methods</subject><subject>Undergraduate Students</subject><issn>0361-476X</issn><issn>1090-2384</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqFUctq3DAUFaWFTtP-QSmmUMjG06vH2NKuJSRtQqCbBLoTsnw11WBLU8k25O-jyUyzyKYriXseOveIkE8U1hRo83W3ttjv84P9s2ZwGNI1AH9FVhQU1IxL8ZqsgDe0Fm3z-y15l_MOgFKh-Ipsr8OCefJbM_mwrdA5tFOuoqv2KXYDjnVnMvbVginPuRoKOic8DQc0KTzJwuJTDCOGgzZUeZr7cq_GOPmlOMfwnrxxZsj44XSekfury7uLn_Xtrx_XF99vaysYn2pplMENmI5J11nZCS6tYcw4WXa0vFUAUjVdz4SAliFTwjU9omulsarvHT8j50ffEv_vXDbTo88Wh8EEjHPWFLikFKDdFOrnF9RdnFMo6bTcqLbhitFCao4km2LOCZ3eJz-a9FCc9KF-vdP_6teH-jWlutRfhF9O7iZbM7hkgvX5Wc0EZap5SvHxyMPk7TN8eaMYtFIV-NsJLqUtHpPO1mMoT_pU_kL30f8vySPLPaqr</recordid><startdate>20110401</startdate><enddate>20110401</enddate><creator>Wijnia, Lisette</creator><creator>Loyens, Sofie M.M.</creator><creator>Derous, Eva</creator><general>Elsevier Inc</general><general>Elsevier</general><general>Elsevier BV</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>20110401</creationdate><title>Investigating effects of problem-based versus lecture-based learning environments on student motivation</title><author>Wijnia, Lisette ; Loyens, Sofie M.M. ; Derous, Eva</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c423t-8a9ae50ab28fbc8b438ca22af8cedc37900896bd244072e294f6deef78ac9ddf3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Active Learning</topic><topic>Autonomy support</topic><topic>Biological and medical sciences</topic><topic>Competence</topic><topic>Educational psychology</topic><topic>Focus Groups</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Intrinsic motivation</topic><topic>Learning</topic><topic>Learning environment</topic><topic>Lecture Method</topic><topic>Motivation</topic><topic>Personal Autonomy</topic><topic>Problem Based Learning</topic><topic>Problem solving</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Scores</topic><topic>Self-determination</topic><topic>Student Motivation</topic><topic>Student-centered</topic><topic>Surveys</topic><topic>Teaching Methods</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wijnia, Lisette</creatorcontrib><creatorcontrib>Loyens, Sofie M.M.</creatorcontrib><creatorcontrib>Derous, Eva</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Contemporary educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wijnia, Lisette</au><au>Loyens, Sofie M.M.</au><au>Derous, Eva</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ920789</ericid><atitle>Investigating effects of problem-based versus lecture-based learning environments on student motivation</atitle><jtitle>Contemporary educational psychology</jtitle><date>2011-04-01</date><risdate>2011</risdate><volume>36</volume><issue>2</issue><spage>101</spage><epage>113</epage><pages>101-113</pages><issn>0361-476X</issn><eissn>1090-2384</eissn><abstract>► Motivation is investigated in lecture-based (LB) and problem-based learning (PBL). ► No differences were found on autonomous and controlled motivation. ► PBL students had higher perceptions of competence compared to LB students. ► PBL students perceived an imbalance between controlling elements and autonomy. ► Learning environments should provide the right amount of structure.
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><doi>10.1016/j.cedpsych.2010.11.003</doi><tpages>13</tpages></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Journals (5 years ago - present) |
| subjects | Active Learning Autonomy support Biological and medical sciences Competence Educational psychology Focus Groups Fundamental and applied biological sciences. Psychology Intrinsic motivation Learning Learning environment Lecture Method Motivation Personal Autonomy Problem Based Learning Problem solving Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Scores Self-determination Student Motivation Student-centered Surveys Teaching Methods Undergraduate Students |
| title | Investigating effects of problem-based versus lecture-based learning environments on student motivation |
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