Enhancing problem-solving expertise by means of an authentic, collaborative, computer supported and problem-based course |
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| Authors: | Jos A R Arts Wim H Gijselaers Mien S R Segers |
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| Institution: | (1) Department of Medicine, University of Cape Town, J-floor, Old Main Building, Groote Schuur Hospital Observatory, 7925 Cape Town, South Africa;(2) Division of Medical Biochemistry, University of Cape Town, Cape Town, South Africa;(3) Centre for Higher Education and Development, University of Cape Town, Cape Town, South Africa;(4) Department of Psychology, Erasmus University, Rotterdam, The Netherlands |
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| Abstract: | Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. |
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