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"ERIC EJ974925: Problem-Based Learning Revisited, Introduction Of Active And Self-Directed Learning To Reduce Fatigue Among Students" and the language of the book is English.


“ERIC EJ974925: Problem-Based Learning Revisited, Introduction Of Active And Self-Directed Learning To Reduce Fatigue Among Students” Metadata:

  • Title: ➤  ERIC EJ974925: Problem-Based Learning Revisited, Introduction Of Active And Self-Directed Learning To Reduce Fatigue Among Students
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  • Language: English

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  • Internet Archive ID: ERIC_EJ974925

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"ERIC EJ974925: Problem-Based Learning Revisited, Introduction Of Active And Self-Directed Learning To Reduce Fatigue Among Students" Description:

The Internet Archive:

Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and "PBL fatigue" among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed Learning was introduced through the new bachelor of European Public Health programme in an effort to re-energise the classical PBL model and reduce or eliminate erosion. ASDL is split into a four part learning cycle: 1) sensitisation, 2) exploration, 3) integration, and 4) application. The cycle supports problem-based learning and the developing minds of students through the integration of information, critical thinking and self-evaluation, while also teaching self-responsibility and team management skills. When applied as part of a problem-based learning curriculum, ASDL at Maastricht University helped reduce PBL fatigue and re-energised students' interest in PBL within the first EPH cohort (2006-2009) according to survey feedback obtained after the 5th semester. The positive student response was tempered by recommendations on how to continue improving the ASDL model. (Contains 3 figures.)

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