Evaluating the Evidence That Problem-Based Learners Are Self-Directed Learners: A Review of the Literature

Through an analysis of research evidence, this chapter supports the hypothesis that students participating in problem-based learning (PBL) curricula demonstrate self-directed learning skills. Various types of self-directed learning research is reviewed. In addition to that which compares students and graduates of PBL programs with their counterparts in traditional, lecture-based curricula, the review also focuses on research that assesses PBL students and graduates themselves. In particular, the literature on students’ and teachers’ perceptions is considered. The conceptual framework directing this review evolves from Candy’s (1991) model of self-directed learning (SDL). Candy organized this model along three dimensions: the process of learning itself, learning strategies, and performance outcomes of SDL.