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BĂ©dard Denis, Lison Christelle & Dalle Daniel et al. (2012). « Problem-based and project-based learning in Engineering and Medicine: Determinants of students’ engagement and persistance ». Interdisciplinary Journal of Problem-based Learning, vol. 6, n° 2, p. 7–30. 
Added by: Catherine Reverdy (12 Apr 2013 11:50:14 Europe/Paris)
Resource type: Journal Article
DOI: doi:10.7771/1541-5015.1355
BibTeX citation key: Bdard2012
Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet
Keywords: apprentissage par projet, enseignement supérieur, résolution de problème
Creators: Bédard, Boutin, Côté, Dalle, Lison
Collection: Interdisciplinary Journal of Problem-based Learning
Views: 3967/4502
Views index: 41%
Popularity index: 10.25%
This paper presents results of a study conducted with undergraduate students involved in either problem- or project-based curricula (Medicine and Engineering, respectively) at the Université de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on students’ engagement and persistence in higher education. Our research question was: What determinants better predict students’ engagement and persistence in innovative curricula such as PBL? Nine variables were examined as potential predictors of both factors (engagement and persistence). Results showed a variation in variables predicting engagement and persistence, with the most significant predictor being stress related.

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