Abstracts - Earli

of majors. Preliminary analyses confirm our sub-scales. In a next step we want to look atepistemological beliefs in relation to measures of learning strategies and learning outcomes.A 2228 August 2007 15:00 - 17:00Room: 0.83 EötvösSymposiumProblem- and case-based learning environmentsChair: Heinz Mandl, University of Munich, GermanyOrganiser: Heinz Mandl, University of Munich, GermanyDiscussant: Filip Dochy, Catholic University of Leuven, BelgiumProblem-based and case-based learning are learning methods which are widely and differentlyused. In both methods learners get complex problems they have to solve - often collaboratively.These problems make active content processing and concrete activities of the learner necessary.Mostly, problems and cases are embedded in a situation close to reality and therefore cases aredifferently complex. The main purpose of problem- and case-based learning is to avoid theacquisition of inert knowledge and to foster the acquisition of knowledge applicable in differentcontexts and situations. This knowledge application aspect gains more and more importance in thecontext of life-long learning and of learning efficiency. Last but not least this issue was alsodiscussed in the context of the PISA results. Therefore, problem- and case-based learning is ofgreat importance for education. This symposium focuses on the analyses of different learningenvironments in which learners had to solve complex problems or cases. These problems demandproblem solving activities of the learners to deepen their knowledge acquisition. Yet, learning insuch scenarios is often not easy for the learners. Therefore, the most interesting point is howlearners engage in active learning processes when dealing with complex problems and cases.Therefore, we are interested in learning processes and learning outcomes as well as in supportmethods of problem- and case-based learning. The first two contributions take a closer look atlearning processes and learning outcomes over time in a university course and in a professionaltraining course. The next two contributions investigate higher order thinking processes when usingcases in science and the last two contributions take a closer look at support methods in differentlearning environments.Problem-based learning in a virtual seminar: Cognitive activities, case solutions, and groupcomparisonBirgitta Kopp, University of Munich, GermanyHeinz Mandl, University of Munich, GermanyThis paper deals with the analyses of collaborative problem-based learning in the virtual seminar"Introduction into Knowledge Management" over a long period of time. Learners had tocollaboratively solve four different problems on knowledge management together in a virtuallearning environment. Each of these problems was introduced with a real-life case on a mainknowledge management topic to include authenticity. To get further insight into the virtuallearning activities, the contributions of the asynchronous communication were analysed accordingto three relevant cognitive activities: epistemic activities, dissemination of shared knowledge, and– 65 –