PBL and mixed-background groups on Master’s programmes

This article presents the main findings of an applied research project, which studied student experiences of the challenges and opportunities of Problem-Based Learning (PBL) in two master programmes (MPs) at Aalborg University (AAU) characterised by diverse student groups, who bring different educational backgrounds, skills and experiences to the table. Research shows that PBL holds a potential for integrating and promoting learning outcomes for diverse student population, but also that heterogeneity can have negative influence on group dynamics and collaboration central in PBL, but how students experience this is under-researched. The investigation shows that diversity in terms of age differences and varieties in educational backgrounds are experienced both as challenges in teaching situations, but also as an opportunity to increase student learning over time. The study concludes with recommendations for practical alterations of the introduction to and conditions for the PBL model.

本文呈现了一项应用研究项目的核心发现，该项目针对奥尔堡大学（Aalborg University，AAU）两个硕士项目（Master Programmes，MPs）中学生对基于问题的学习（Problem-Based Learning，PBL）所面临的挑战与机遇的体验展开调研。该项目的学生群体构成多元，各自携带着差异化的教育背景、技能与实践经验。已有研究表明，基于问题的学习（PBL）具备整合并提升多样化学生群体学习成果的潜力，但群体异质性也可能对PBL核心的群体动力学与协作环节产生负面影响，然而目前针对学生此类体验的相关研究仍较为匮乏。本次调研显示，年龄差异与教育背景多元化这两方面特质，在教学场景中既被视作挑战，也被视为随时间推移提升学生学习效果的机遇。本研究最终针对PBL模式的入门引导与实施条件，提出了具体的实践调整建议。