Winner Dissertation Prize 2015
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.