“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.
Original languageEnglish
JournalEducation and Information Technologies
Volume22
Issue number6
Pages (from-to)2857–2870
Number of pages13
ISSN1360-2357
DOIs
Publication statusPublished - Jul 2017
Externally publishedYes

Keywords

  • ICT integration
  • Inquiry-based learning
  • Problem-based learning
  • Competence acquisition
  • Quality of the learning experience

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