Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

Marit Wijnen; Sofie Loyens; Guus Smeets; Maarten Kroeze; Henk van der Molen

doi:10.1007/s10212-016-0296-7

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

Marit Wijnen, Sofie Loyens, Guus Smeets, Maarten Kroeze, Henk van der Molen

Research output: Contribution to journal › Article › Academic › peer-review

27 Citations (Scopus)

25 Downloads (Pure)

Original language	English
Pages (from-to)	431-447
Number of pages	17
Journal	European Journal of Psychology of Education
Volume	32
Issue number	3
DOIs	https://doi.org/10.1007/s10212-016-0296-7
Publication status	Published - 2017

Research programs

SAI 2005-01 LM
ESSB PSY

Access to Document

10.1007/s10212-016-0296-7

REPUB_87107_OA.pdfFinal published version, 418 KB

http://hdl.handle.net/1765/87107

Cite this

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title = "Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time",

author = "Marit Wijnen and Sofie Loyens and Guus Smeets and Maarten Kroeze and {van der Molen}, Henk",

year = "2017",

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pages = "431--447",

journal = "European Journal of Psychology of Education",

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AU - Loyens, Sofie

AU - Smeets, Guus

AU - Kroeze, Maarten

AU - van der Molen, Henk

PY - 2017

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DO - 10.1007/s10212-016-0296-7

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VL - 32

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EP - 447

JO - European Journal of Psychology of Education

JF - European Journal of Psychology of Education

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