BĂ©dard Denis, Lison Christelle & Dalle Daniel et al. (2012). Â« Problem-based and project-based learning in Engineering and Medicine: Determinants of studentsâ€™ engagement and persistance Â». Interdisciplinary Journal of Problem-based Learning, vol. 6, nÂ° 2, p. 7–30.
Added by: Catherine Reverdy (12 Apr 2013 11:50:14 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Bdard2012
|Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet
Keywords: apprentissage par projet, enseignement supĂ©rieur, rĂ©solution de problĂ¨me
Creators: BĂ©dard, Boutin, CĂ´tĂ©, Dalle, Lison
Collection: Interdisciplinary Journal of Problem-based Learning
Views index: 40%
Popularity index: 10%
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 UniversitĂ© de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on studentsâ€™ engagement and persistence in higher education. Our research question was: What determinants better predict studentsâ€™ 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.