Research Prizes

Lisette Wijnia
PhD dissertation:
Motivation and Achievement in Problem-Based Learning: The Role of Interest, Tutors, and Self-Directed Study.

Supervisor: professor H. G. Schmidt
Co-supervisors: dr S. M. M. Loyens, professor E. Derous
Nomination: Erasmus University Rotterdam, Faculty of Social Sciences

Report of the Selection Committee
The doctoral research by Lisette Wijnia aims to create a clearer picture of the role of Problem-Based Learning (PBL) in promoting the autonomous motivation of students and the resulting educational achievements. This answer is in the affirmative, but with a number of cautionary remarks. Genuinely self-directed study turns out to be a complex skill that requires more support and training than is now usually offered. It will not succeed very well without a teacher. The international significance of Problem-Based Learning has increased sharply owing to the rising use of ICT and social media. This study is of great importance both for science and for teaching practice in general, and also very interesting to read.

Lisette Wijnia (Zwolle, 1984) studied Education and Developmental Psychology at the Erasmus University Rotterdam. In December 2007 she received her Master’s degree (cum laude) for her thesis on motivation in problem-based learning (PBL). In 2008 she was awarded the Unilever Research Prize for her thesis. In May 2009 Lisette started her PhD research into tutor assessments and study motivation in problem-based learning, at the Institute of Psychology at the Erasmus University Rotterdam. This resulted in the thesis Motivation and achievement in problem-based learning: The role of interest, tutors, and self-directed study, which she defended in November 2014 (cum laude). Lisette currently works as a part-time university lecturer at the Institute of Psychology at the Erasmus University Rotterdam, and also as a part-time postdoctoral researcher at the Department of Human Resource Studies at Tilburg University. In her postdoctoral research she is examining the relationship between team learning among teachers in vocational education, and the implementation of vocational education and learning outcomes.