ABSTRACT
The final chapters of this volume explore the role of problem-based learning (PBL) in fostering self-directed learning. Definitions of self-directed learning, such as those adopted by the authors of these chapters, are highly similar to what has been termed self-regulated learning in the educational psychology literature (Zimmerman, 1986, 1989, 1994, 1998), and we will draw on parallels between these two literatures in our response to these important chapters. As an instructional technique designed to foster greater self-direction of learning, PBL is distinctive from but overlaps to some degree such techniques as computer-assisted instruction (Winne & Stockley, 1998), strategy instruction (Graham, Harris, & Troia, 1998; Hofer, Yu, & Pintrich, 1998; Pressley, El-Dinary, Wharton-McDonald, & Brown, 1998), academic studying methods (Zimmerman, Bonner, & Kovach, 1996), modeling methods (Schunk, 1998; Schunk & Zimmerman, 1997), tutoring (Butler, 1998), and self-monitoring (Lan, 1998; Zimmerman & Paulsen, 1995). Like PBL, each of these instructional techniques involves social as well as personal teaming components. During this commentary, we first consider the components of PBL and their variations, followed by conceptualizations of self-directed learning processes, findings reported in these chapters and their implications, and finally, unresolved issues and future research directions.
