Strømsø Helge I, Grøttum Per, Hofgaard Lycke Kirsten
Institute for Educational Research, Faculty of Education, University of Oslo, Box 21092, Blindern, N-0317 Oslo, Norway.
Med Educ. 2004 Apr;38(4):390-8. doi: 10.1046/j.1365-2923.2004.01786.x.
To study changes in student approaches to learning following the introduction of computer-supported, problem-based learning.
Medical students at the University of Oslo undertake a 12-week period of clinical placement during their 10th term. In this period they continue to undertake problem-based learning (PBL) in the form of distributed problem-based learning (DPBL) in a computer-supported learning environment.
A questionnaire focusing on learning styles, PBL, and information and communication technology (ICT) was distributed before and after the DPBL period.
All students in their 10th term at the University of Oslo (n = 61).
The introduction of DPBL did not seem to affect the participants' use of regulating strategies or their mental models of learning. After the DPBL period, group discussion and tutor input were reported to have less influence on students' self-study, while the students perceived themselves as being less active in groups and as expecting less from tutors. There was a relationship between perceived tutor influence and students' familiarity with ICT. The DPBL period seemed to increase students' task-related web accesses and use of experts, and to decrease their task-related use of textbooks and discussions with students outside the group.
Students' general approaches to learning were not affected by the introduction of DPBL. However, there was a decrease in students' expectations concerning activity in the group and the importance of the tutor. These changes were related to students' familiarity with the use of computers. Web-based resources and experts became more important resources to the students during the DPBL period.
研究引入计算机支持的基于问题的学习后学生学习方法的变化。
奥斯陆大学的医学生在其第10学期进行为期12周的临床实习。在此期间，他们在计算机支持的学习环境中以分布式基于问题的学习（DPBL）的形式继续进行基于问题的学习（PBL）。
在DPBL阶段前后发放了一份关注学习风格、PBL以及信息通信技术（ICT）的问卷。
奥斯陆大学所有第10学期的学生（n = 61）。
DPBL的引入似乎并未影响参与者对调节策略的使用或他们的学习心智模式。DPBL阶段结束后，据报告小组讨论和导师指导对学生自学的影响较小，而学生认为自己在小组中不太活跃，对导师的期望也降低了。感知到的导师影响与学生对ICT的熟悉程度之间存在关联。DPBL阶段似乎增加了学生与任务相关的网络访问和对专家的使用，并减少了他们与任务相关的教科书使用以及与小组外学生的讨论。
DPBL的引入并未影响学生的总体学习方法。然而，学生对小组活动和导师重要性的期望有所降低。这些变化与学生对计算机使用的熟悉程度有关。在DPBL阶段，基于网络的资源和专家对学生而言变得更加重要。
