Effects of Problem Situations on Students’ Self-Directed Learning: The Case of Hybrid Entrepreneurship Training
This paper investigates the effects of a hybrid entrepreneurship training scenario involving peer collaboration in problem-solving situations supported by an electronic forum. Observations focus on students’ self-direction, both in a general learning context and in the specific context of entrepreneurship, and are based on measurements carried out according to a pre- and post-test protocol. Results suggest that the level of self-direction in a general learning context increased, but to a lesser extent than in the entrepreneurship field. This contrast allows us to discuss the cross-cutting nature of a collaborative problem-solving approach and the advantageousness of using it for the development of students' self-direction.