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Do student-defined learning issues increase quality and quantity of individual study?

Peter P J L Verkoeijen·Remy M J P Rikers·Wilco W R te Winkel·Marianne M van den Hurk
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Abstract

An experiment was conducted in the context of a problem-based learning course to investigate the influence of a learning-goal-free problem scenario on the quality and quantity of individual study. In half of the tutorial groups, the problem scenario was constructed in such a way that it provided useful learning issues (goal-specified condition), whereas in the other half of the tutorial groups, the problem scenario did not provide learning issues (goal-free condition). It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in the goal-specified condition. These findings suggest that the use of goal-free problems has a positive effect on the students' individual study and the extensiveness of the tutorial group meeting.

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GoalsGroup ProcessesHumansProblem-Based LearningStudents, Health OccupationsJournal ArticleResearch Support, Non-U.S. Gov't

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Peter P J L Verkoeijen, Remy M J P Rikers, Wilco W R te Winkel, Marianne M van den Hurk. 2006-08-25. Do student-defined learning issues increase quality and quantity of individual study?. https://doi.org/10.1007/s10459-006-9013-7

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Infants' imitation of goal-directed actions: the role of movements and action effects.

This paper reviews studies on infants' imitation of goal-directed actions in the first two years of life. Special emphasis is given to the role of the two observable components of an action, that is, the movement and the action effects, on infants' replication of target actions. The reviewed studies provide evidence that infants benefit most from a full demonstration of both movements and effects. If movements are demonstrated in isolation, infants may encode this information, but they preferentially reproduce actions that lead to salient effects. If action effects are presented in isolation, infants younger than 19 months usually fail to emulate the unseen movements that would be necessary to produce these effects. Infants' ability to predict action effects or to infer unseen movements from incomplete demonstrations improves substantially at the end of the second year of life. It is concluded that the capability to learn relations between movements and action effects by observation, and the knowledge about movement-effect relations acquired so far, may be important factors underlying the developmental changes in infants' imitation of goal-directed actions.

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