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Middle School Students in Technology-Enhanced Problem Based Learning: Experiences of High and Low Self-Directed Students
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, , , , , , , Purdue University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Research has shown that students who perform well in problem-based learning environments tend to have strong self-directed learning skills, which involve the ability to manage time, develop plan, seek resources, and monitor their progress. And although students with low levels of self-direction may not have the strategies needed to perform well initially in this environment, specific pedagogical features of PBL are thought to facilitate the development of these skills. The purpose of this study is to present findings related to the experience of both high and low self-directed middle school students in PBL, and to examine the impact of PBL on students' self-directed processes.

Citation

Simons, K.D., Ertmer, P., Belland, B., Blackman, J., Lee, M., Ottenbreit, A. & Park, S.H. (2005). Middle School Students in Technology-Enhanced Problem Based Learning: Experiences of High and Low Self-Directed Students. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1029-1032). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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