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Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment
ARTICLE

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ISAIJLS Volume 30, Number 6, ISSN 0020-4277

Abstract

Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that resembled teamwork in business practice. (Contains 54 references.) (Author/LRW)

Citation

Arts, J.A.R., Gijselaers, W.H. & Segers, M.S.R. (2002). Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment. Instructional Science: An International Journal of the Learning Sciences, 30(6), 465. Retrieved July 16, 2019 from .

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