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Article: Speech-language pathology students' approaches to learning in a problem-based learning curriculum

TitleSpeech-language pathology students' approaches to learning in a problem-based learning curriculum
Authors
KeywordsEducation
Learning Approaches
Problem-Based Learning
Issue Date2009
Citation
International Journal Of Speech-Language Pathology, 2009, v. 11 n. 6, p. 472-481 How to Cite?
AbstractProblem-based learning (PBL) is hypothesized to enhance the development of deep learning. Most previous studies, however, have focused on outcomes (knowledge and skills) rather than students' approaches to learning, or how learning approach correlates with learning outcomes. Undergraduates in a speech-language pathology program (n = 114) completed the revised 2-factor Study Process Questionnaire (R-SPQ-2F) twice in an academic year to identify their approaches to learning and to compare these results with academic outcomes. Two findings emerged. Although the mean of scores for the deep approach (DA) to learning was consistently higher than the mean of scores for the surface approach (SA) to learning, exposure to PBL led to significant increase in DA and SA to learning during an academic year for students in Years 1 to 3. Students who did well in a PBL examination showed a much stronger DA than SA to learning, while students who performed less well showed a smaller difference between DA and SA to learning. Possible explanations for these findings are evaluated and implications for further studies are discussed. © The Speech Pathology Association of Australia Limited.
Persistent Identifierhttp://hdl.handle.net/10722/175313
ISSN
2015 SCImago Journal Rankings: 0.543
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMok, CKFen_US
dc.contributor.authorDodd, Ben_US
dc.contributor.authorWhitehill, TLen_US
dc.date.accessioned2012-11-26T08:58:07Z-
dc.date.available2012-11-26T08:58:07Z-
dc.date.issued2009en_US
dc.identifier.citationInternational Journal Of Speech-Language Pathology, 2009, v. 11 n. 6, p. 472-481en_US
dc.identifier.issn1754-9515en_US
dc.identifier.urihttp://hdl.handle.net/10722/175313-
dc.description.abstractProblem-based learning (PBL) is hypothesized to enhance the development of deep learning. Most previous studies, however, have focused on outcomes (knowledge and skills) rather than students' approaches to learning, or how learning approach correlates with learning outcomes. Undergraduates in a speech-language pathology program (n = 114) completed the revised 2-factor Study Process Questionnaire (R-SPQ-2F) twice in an academic year to identify their approaches to learning and to compare these results with academic outcomes. Two findings emerged. Although the mean of scores for the deep approach (DA) to learning was consistently higher than the mean of scores for the surface approach (SA) to learning, exposure to PBL led to significant increase in DA and SA to learning during an academic year for students in Years 1 to 3. Students who did well in a PBL examination showed a much stronger DA than SA to learning, while students who performed less well showed a smaller difference between DA and SA to learning. Possible explanations for these findings are evaluated and implications for further studies are discussed. © The Speech Pathology Association of Australia Limited.en_US
dc.languageengen_US
dc.relation.ispartofInternational Journal of Speech-Language Pathologyen_US
dc.subjectEducationen_US
dc.subjectLearning Approachesen_US
dc.subjectProblem-Based Learningen_US
dc.titleSpeech-language pathology students' approaches to learning in a problem-based learning curriculumen_US
dc.typeArticleen_US
dc.identifier.emailWhitehill, TL: tara@hku.hken_US
dc.identifier.authorityWhitehill, TL=rp00970en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.3109/17549500903003052en_US
dc.identifier.pmid21271924-
dc.identifier.scopuseid_2-s2.0-77149179524en_US
dc.identifier.hkuros173280-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77149179524&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume11en_US
dc.identifier.issue6en_US
dc.identifier.spage472en_US
dc.identifier.epage481en_US
dc.identifier.isiWOS:000273241500005-
dc.identifier.scopusauthoridMok, CKF=35559221200en_US
dc.identifier.scopusauthoridDodd, B=7006624191en_US
dc.identifier.scopusauthoridWhitehill, TL=7004098633en_US

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