Detangling the interrelationships between self-regulation and ill-structured problem solving in problem-based learning

Xun Ge, Victor Law, Kun Huang

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among problem-solving stages (i.e., problem representation and solution generation) and self-regulation phases (i.e., planning, execution, and reflection). The dynamics of the interrelationships are further illustrated with three ill-structured problem-solving examples in different domains (i.e., information problem solving, historical inquiry, and science inquiry). The proposed framework contributes to research and practice by providing a new lens to examine self-regulation in ill-structured problem solving and offering guidelines to design effective tools and strategies to scaffold and assess PBL.

Original languageEnglish
Article number11
JournalInterdisciplinary Journal of Problem-based Learning
Volume10
Issue number2
DOIs
StatePublished - 2016

Keywords

  • Ill-structured problem solving
  • Problem-based learning
  • Self-regulation

ASJC Scopus subject areas

  • Education

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