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Article: Differ in socio-cognitive processes? Some comparisons between paper and video-triggered PBL

TitleDiffer in socio-cognitive processes? Some comparisons between paper and video-triggered PBL
Authors
Lu, JChan, LK
KeywordsCognitive processes
Communicative processes
Paper trigger
Problem description
Problem identification
Problem solving
Shared cognition
Video trigger
Issue Date2015
PublisherPurdue University Press. The Journal's web site is located at http://docs.lib.purdue.edu/ijpbl/
Citation
Interdisciplinary Journal of Problem-based Learning, 2015, v. 9 n. 2, article no. 5 How to Cite?
DOI: http://dx.doi.org/10.7771/1541-5015.1495
AbstractThis paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating their understanding of the problem and relevant knowledge than students who used paper triggers. The findings contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into the curriculum.
Persistent Identifierhttp://hdl.handle.net/10722/214161
ISSN
1541-5015
2022 Impact Factor: 1.2
2020 SCImago Journal Rankings: 0.954
ISI Accession Number ID
WOS:000410406200005

 

DC FieldValueLanguage
dc.contributor.authorLu, J-
dc.contributor.authorChan, LK-
dc.date.accessioned2015-08-21T09:32:45Z-
dc.date.available2015-08-21T09:32:45Z-
dc.date.issued2015-
dc.identifier.citationInterdisciplinary Journal of Problem-based Learning, 2015, v. 9 n. 2, article no. 5-
dc.identifier.issn1541-5015-
dc.identifier.urihttp://hdl.handle.net/10722/214161-
dc.description.abstractThis paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating their understanding of the problem and relevant knowledge than students who used paper triggers. The findings contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into the curriculum.-
dc.languageeng-
dc.publisherPurdue University Press. The Journal's web site is located at http://docs.lib.purdue.edu/ijpbl/-
dc.relation.ispartofInterdisciplinary Journal of Problem-based Learning-
dc.subjectCognitive processes-
dc.subjectCommunicative processes-
dc.subjectPaper trigger-
dc.subjectProblem description-
dc.subjectProblem identification-
dc.subjectProblem solving-
dc.subjectShared cognition-
dc.subjectVideo trigger-
dc.titleDiffer in socio-cognitive processes? Some comparisons between paper and video-triggered PBL-
dc.typeArticle-
dc.identifier.emailLu, J: jingyan@hku.hk-
dc.identifier.emailChan, LK: lapki@hkucc.hku.hk-
dc.identifier.authorityLu, J=rp00930-
dc.identifier.authorityChan, LK=rp00536-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.7771/1541-5015.1495-
dc.identifier.scopuseid_2-s2.0-84937952149-
dc.identifier.hkuros246783-
dc.identifier.volume9-
dc.identifier.issue2-
dc.identifier.isiWOS:000410406200005-
dc.publisher.placeUnited States-
dc.identifier.issnl1541-5015-

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