Cognitive engagement in the problem-based learning classroom

Rotgans, Jerome I.; Schmidt, Henk G.

doi:10.1007/s10459-011-9272-9

Cited by 183 publications

(144 citation statements)

References 43 publications

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“…The measure consists of six items such as "I am engaged with the topic at hand" and "I am so involved that I forgot everything around me". 18 The reliability of the individual interest, situational interest, and situational cognitive engagement measures has been demonstrated to be high, as expressed by Hancock's coefficient H that ranged from .78 to .87 in previous studies 17,18 . While the individual interest measure was administered before the learning phase, the two other measures were administered twice, in the start and hallway the group sessions.…”

Section: Situational Cognitive Engagement Measurementioning

confidence: 91%

Education in Clinical Reasoning: An Experimental Study on Strategies to Foster Novice Medical Students’ Engagement in Learning Activities

Linsen

Elshout

Pols

et al. 2018

Health Professions Education

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PurposeClinical reasoning forms the interface between medical knowledge and medical practice.However, it is not clear how to organize education to foster the development of clinical reasoning. This study compared two strategies to teach clinical reasoning. MethodAs part of a regular clinical reasoning course 333 students participated in a two-phase experiment. In the learning phase, participants were randomly assigned to either the conventional strategy (CS) or the new strategy (NS). Participants in the CS solved a clinical case using a written description of a patient encounter and individual study. Participants assigned to the NS solved the same case using a video patient encounter and group discussion.One week later, all participants took the same diagnostic performance test. Performance on 3 the diagnostic test and differences between the groups regarding their interest, cognitive engagement, appreciation of the educational activity, and time investment in self-study were analyzed. ResultsThere was no significant effect of teaching strategy on diagnostic performance (p = .23).Students in the NS condition showed more interest during the session (p = .003) and were more appreciative of the course when assigning an overall grade than the students in the CS condition (p < .001). The NS students reported having spent fewer hours studying the clinical case individually before the group session than the CS students (p < .001). DiscussionThe NS resulted in more students' involvement and higher appreciation of the learning activity compared to the CS. There was no difference in diagnostic accuracy, but the NS seems more efficient: to achieve the same performance, the NS students needed only half the preparation time before the learning session than the students working under the CS. This higher efficiency may be due to the benefits of small-group learning, but clarifying this finding requires further investigation.

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Section: Situational Cognitive Engagement Measurementioning

confidence: 91%

Education in Clinical Reasoning: An Experimental Study on Strategies to Foster Novice Medical Students’ Engagement in Learning Activities

Linsen

Elshout

Pols

et al. 2018

Health Professions Education

View full text Add to dashboard Cite

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“…Traditionally, cognitive engagement has been interpreted in a few different ways. Rotgans and Schmidt (2011) describe cognitive engagement as the extent to which students are willing and able to take on the learning task at hand. Corno and Mandinach (1983) understood it more from a self-regulated learning perspective and describe it as the amount of effort students are willing to invest in working on the tasks.…”

Section: Asynchronous Online Discussion and Cognitive Engagementmentioning

confidence: 99%

Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity

Kim

2016

IRRODL

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The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners' text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.

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“…El problema y la dinámica que su manejo desencadenó dentro del grupo generaron sentimientos de valencia positiva en más estudiantes del GC que en los del GE. Este interés, cuando es contagioso entre los integrantes del grupo, pudo mejorar la dedicación y compromiso en aquellos estudiantes que forman parte de esa "onda cognitiva-afectiva" 12 , la que no es estable y se ha comprobado que varía entre las diferentes fases por las que atraviesa la solución de un problema 13 . Los porcentajes ya mostrados indican que ese sentimiento no fue exclusivo en los estudiantes del GC, también en el GE (44%) hubo estudiantes que sintieron el efecto del agrado mezclado con el interés en sus tutorías.…”

Section: Discussionunclassified