期刊名称：Journal of Problem Based Learning in Higher Education
印刷版ISSN：2246-0918
出版年度：2019
卷号：7
期号：1
页码：97-106
DOI：10.5278/ojs.jpblhe.v7i1.2418
出版社：Aalborg University Press
摘要：Supporting and assessment of students’ preparation and learning process in problem-based learning (PBL) tutorials has long been a challenge. We present a modified PBL model focussing on the specific critical phase in the PBL process, the self-directed learning phase in between tutorial meetings. The modified seven step PBL model including an Individual reflection paper (IRP) is presented as well as students’ perspectives on the implementation of IRP and information literacy, knowledge gathering, and PBL tutorial work. The assessment of PBL work is complex, and the ways in which IRPs support the tutor’s role as an examiner is beyond the scope of the current study. However, it seems that the students experienced assessment of the IRPs as part of their as a positive driving force in their learning process.
