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“What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences?

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Abstract

Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students’ subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The aim of the present study was to shed light on how students’ attitude towards various face-to-face and ICT-supported learning opportunities within a PBL course related to the learning outcomes, namely participants’ competence acquisition. To this end, a sample of n = 46 pre-service teacher students in a blended PBL course on pedagogical diagnostics for business and vocational education answered an online questionnaire. The questions explored the quality of the learning experience in the face-to-face and ICT-supported elements, and the students’ perceived competence acquisition. Data was analyzed with multiple regression analysis. Subjective satisfaction with the learning experience predicted competence acquisition for both face-to-face and ICT-supported course elements, but only if they were interactive in nature. In conclusion, ICT integration in a PBL course is not necessarily a threat but a benefit; however, this is true only when it is used within active and engaging learning opportunities.

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  1. Faculty of Education, Department of Professional Education and Life-Long Learning, Universität Hamburg, Hamburg, Germany

    Antonia Scholkmann

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  1. Antonia Scholkmann
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Scholkmann, A. “What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences?. Educ Inf Technol 22, 2857–2870 (2017). https://doi.org/10.1007/s10639-017-9629-7

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  • DOI: https://doi.org/10.1007/s10639-017-9629-7

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