Investigating effects of problem-based versus lecture-based learning environments on student motivation |
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| Authors: | Lisette Wijnia Sofie MM LoyensEva Derous |
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| Institution: | a Department of Psychology, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR, Rotterdam, The Netherlands
b Department of Personnel Management, Work & Organizational Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium |
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| Abstract: | 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. |
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| Keywords: | Motivation Problem-based learning Self-determination Autonomy support Student-centered |
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