Timeline for .Do students learn better when challenged (specifically, in math education)?
Current License: CC BY-SA 3.0
5 events
| when toggle format | what | by | license | comment | |
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| Apr 24, 2014 at 10:13 | comment | added | theMayer | @user4549 - Many theorists in the realm of learning attribute the increased effort on the part of the student as the main reason PBL is effective. In other words, that's precisely the point! | |
| Mar 27, 2014 at 16:59 | comment | added | user4549 | In descriptions of PBL courses I've encountered so far, a repeating motif is that students end up investing more time overall on the course then they would in a corresponding traditional lecture course. That's not a bad trick as such, but can you cite a study that assigns the effect to the method rather then overall increased effort? | |
| Mar 27, 2014 at 10:56 | comment | added | Nick Stauner | Interesting stuff! Lecture surely affects topic-relevant learning relative to a roughly equivalent control (e.g., attending off-topic presentations, poetry recitals, or listening to filibustering politicians) though, no? You must be comparing it with different instructional methods, or at least in combination with other methods...? Would love to see any further detail you could offer on that. Please don't be shy about citing your papers either! | |
| Mar 16, 2014 at 15:02 | comment | added | user4549 | Harvard's Eric Mazur who advocates "Peer learning" indeed speaks of his own experience in that the conceptual difficulties students wrestle with are ones the lecturer is long past. Other things being equal, "Peer learning" suggests students can overcome those difficulties more effectively when aided by peers engaged with the same problems. Would you recommend some canonical or survey papers on "Cognitive Load theory"? | |
| Mar 15, 2014 at 14:02 | history | answered | theMayer | CC BY-SA 3.0 |