How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning

This article examines why students experience Problem-Based Learning (PBL) environments differently and discusses considerations for improving PBL environments to support a more diverse student population. Based on theoretical perspectives regarding motivation, identification, and learning, we pres...

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Detalles Bibliográficos
Autores principales:	Katrine Buus, Louise Møller Pedersen
Formato:	article
Lenguaje:	EN
Publicado:	Aalborg University Press 2021
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/71c60b919c734ec399c3cdccb7aca4a3
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id	oai:doaj.org-article:71c60b919c734ec399c3cdccb7aca4a3
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spelling	oai:doaj.org-article:71c60b919c734ec399c3cdccb7aca4a32021-11-19T14:52:04ZHow Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning 10.5278/ojs.jpblhe.vi.66202246-0918https://doaj.org/article/71c60b919c734ec399c3cdccb7aca4a32021-11-01T00:00:00Zhttps://journals.aau.dk/index.php/pbl/article/view/6620https://doaj.org/toc/2246-0918 This article examines why students experience Problem-Based Learning (PBL) environments differently and discusses considerations for improving PBL environments to support a more diverse student population. Based on theoretical perspectives regarding motivation, identification, and learning, we present a new typology consisting of four types of students with distinctly different ways of creating motivation and identity in a PBL environment. While some principles in the examined PBL model motivate and validate certain types of students, the same principles can also challenge identification or result in demotivation among other types of students. Both results are important to consider when developing an inclusive PBL environment. The typology can serve as a theoretical framework for understanding, analysing, and discussing how and why students experience contemporary or new learning environments differently. Additionally, the typology provides a tool for organizations and teachers to motivate and validate students with different type characteristics and improve PBL practices accordingly. Katrine BuusLouise Møller PedersenAalborg University PressarticleSpecial aspects of educationLC8-6691ENJournal of Problem Based Learning in Higher Education (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Katrine Buus Louise Møller Pedersen How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
description	This article examines why students experience Problem-Based Learning (PBL) environments differently and discusses considerations for improving PBL environments to support a more diverse student population. Based on theoretical perspectives regarding motivation, identification, and learning, we present a new typology consisting of four types of students with distinctly different ways of creating motivation and identity in a PBL environment. While some principles in the examined PBL model motivate and validate certain types of students, the same principles can also challenge identification or result in demotivation among other types of students. Both results are important to consider when developing an inclusive PBL environment. The typology can serve as a theoretical framework for understanding, analysing, and discussing how and why students experience contemporary or new learning environments differently. Additionally, the typology provides a tool for organizations and teachers to motivate and validate students with different type characteristics and improve PBL practices accordingly.
format	article
author	Katrine Buus Louise Møller Pedersen
author_facet	Katrine Buus Louise Møller Pedersen
author_sort	Katrine Buus
title	How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
title_short	How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
title_full	How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
title_fullStr	How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
title_full_unstemmed	How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
title_sort	how differences in motivation and identification shape four types of student experiences with problem-based learning
publisher	Aalborg University Press
publishDate	2021
url	https://doaj.org/article/71c60b919c734ec399c3cdccb7aca4a3
work_keys_str_mv	AT katrinebuus howdifferencesinmotivationandidentificationshapefourtypesofstudentexperienceswithproblembasedlearning AT louisemøllerpedersen howdifferencesinmotivationandidentificationshapefourtypesofstudentexperienceswithproblembasedlearning
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How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning

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