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Full-Text Articles in Education
Interactional Research Into Problem-Based Learning, Susan M. Bridges, Rintaro Imafuku
Interactional Research Into Problem-Based Learning, Susan M. Bridges, Rintaro Imafuku
Purdue University Press Books
Problem-based learning (PBL) has been deployed as a student-centered instructional approach and curriculum design in a wide range of academic fields across the world. The majority of educational research to date has focused on knowledge-based outcomes addressing why PBL is useful. Researchers of PBL are developing a growing interest in qualitative research with a process-driven orientation to examining learning interactions. It is essential to broaden this research base so as to support PBL designs and approaches to leading students into higher-order thinking and a deeper approach to learning.
Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led …
Problem-Based Learning In Professional Studies From The Physiotherapy Students’ Perspective, Hilkka Korpi, Liisa Peltokallio, Arja Piirainen
Problem-Based Learning In Professional Studies From The Physiotherapy Students’ Perspective, Hilkka Korpi, Liisa Peltokallio, Arja Piirainen
Interdisciplinary Journal of Problem-Based Learning
The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s level understand the problem-based learning approach while learning to become professionals? PBL is examined using interpretative phenomenological analysis (IPA) of longitudinal data written by 15 voluntary students from two different higher education institutions and collected during 3.5 years. The main results on the new way of learning strengthen earlier conceptions of the importance of reflection in the learning process. The PBL method activates a reflection process by allowing …
Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein
Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein
Interdisciplinary Journal of Problem-Based Learning
This is a research study of design and engineering classes that use a problem-based learning (PBL) approach in digital fabrication makerspaces in two middle schools. In these studies, teachers employ a PBL approach and provide an ill-structured problem scenario to facilitate design and engineering lessons in the FabLab (fabrication laboratory). Students in each school tackled different challenges that they defined for themselves in groups. This study provides examples of student-student interactions separated into key themes—defining specifications with teammates, personal exploration, and communication about discoveries. This study also provides examples of teacher-student interactions, and themes include demonstrations with tangible objects, discussing …
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
Interdisciplinary Journal of Problem-Based Learning
Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …
The Transfer Of Problem-Based Learning Skills To Clinical Practice, Marie T. Stanton, Suzanne Guerin, Terry Barrett
The Transfer Of Problem-Based Learning Skills To Clinical Practice, Marie T. Stanton, Suzanne Guerin, Terry Barrett
Interdisciplinary Journal of Problem-Based Learning
The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master’s program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master’s in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication …
Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss
Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss
Interdisciplinary Journal of Problem-Based Learning
This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main …
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of Problem-Based Learning
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …
Editor's Introduction, Michael M. Grant
Editor's Introduction, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well …
Qualitative Research In Pbl In Health Sciences Education: A Review, Jun Jin, Susan Bridges
Qualitative Research In Pbl In Health Sciences Education: A Review, Jun Jin, Susan Bridges
Interdisciplinary Journal of Problem-Based Learning
CONTEXT Qualitative methodologies are relatively new in health sciences education research, especially in the area of problem-based learning (PBL). A key advantage of qualitative approaches is the ability to gain in-depth, textured insights into educational phenomena. Key methodological issues arise, however, in terms of the strategies of inquiry, data collection methods, and analytical approaches. This review aims to identify and appraise the current applications of qualitative studies in PBL and indicate possible new methodological directions.
METHODS Two computerized databases, Educational Resources Information Center (ERIC) and PubMed, were screened for solely qualitative studies of PBL in health sciences education between 2000 …
A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela
A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela
Interdisciplinary Journal of Problem-Based Learning
Higher education faces the challenges of bridging education and authentic work. In addition, it needs to respond to the highly multimodal and participatory communication and content creation practices, preferences, and cultures of present and future students. The aim of our article is to discuss how the use of video triggers and video production in PBL can help to respond to these challenges. Based on a literature review, we present and discuss the uses and outcomes of video triggers and video production within PBL contexts and related higher education and continuing education contexts. The research evidence reviewed in this article clearly …
Editor's Introduction, Michael M. Grant
Editor's Introduction, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
Interdisciplinary Journal of Problem-Based Learning
Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to investigate facilitators’ and students’ perceptions of mobile device usage in PBL tutorials. Transcribed interviews were analyzed thematically, drawing on the principles of grounded theory. Implications for future practice were identified. Students perceived that mobile devices are useful and convenient for instant access to various sources of information, for note taking, and for visually sharing their research and …
The Use Of Pbl In An Interprofessional Education Course For Health Care Professional Students, Kristine M. L'Ecuyer, David Pole, Sheila A. Leander
The Use Of Pbl In An Interprofessional Education Course For Health Care Professional Students, Kristine M. L'Ecuyer, David Pole, Sheila A. Leander
Interdisciplinary Journal of Problem-Based Learning
A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through use of concrete examples, skills development, critical thinking, and problem solving in safe, faculty-facilitated small groups. The collaborative nature of PBL closely correlates with teaching methodologies of the IPTS series. This study analyzed critical reflection assignments of nursing students in accelerated programs to determine the effectiveness of IPTS at preparing students for interprofessional collaborative practice. Findings indicated that …
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
Interdisciplinary Journal of Problem-Based Learning
Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this quantitative study was to examine the effects of a project-based learning (PjBL) environment on economically disadvantaged high school students in regard to their attendance rates. Data were collected in order to compare attendance rates of a school utilizing traditional teaching methodologies with a school using PjBL as the …
Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino
Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino
Interdisciplinary Journal of Problem-Based Learning
Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of ill-structured problems, citing similar conditions for learning (student centered, small student groups, teachers as facilitators, problems as vehicles for development), and similar learning outcomes (communication, problem-solving, critical thinking, collaboration) as PBL. However, there is a gap in understanding how GBL affects critical thinking as embodied by student discourse when implemented …
Learning, Problem Solving, And Mindtools: Essays In Honor Of David H. Jonassen, Donna Russell Ph.D.
Learning, Problem Solving, And Mindtools: Essays In Honor Of David H. Jonassen, Donna Russell Ph.D.
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas
Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas
Interdisciplinary Journal of Problem-Based Learning
In order to be successful in problem- or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students’ self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators …
Commentary For The Special Issue: Pbl Scholarship: Building On The Educational Vision Of Howard Barrows, Peggy A. Ertmer
Commentary For The Special Issue: Pbl Scholarship: Building On The Educational Vision Of Howard Barrows, Peggy A. Ertmer
Interdisciplinary Journal of Problem-Based Learning
In this commentary, I discuss each of the seven articles included in this special issue, which, as a collection, honor the impact of Howard Barrows’ vision on the scholarship and practice of problem-based learning (PBL). Collectively, these articles represent a variety of contexts, content areas, delivery formats, and structures in PBL implementations and research. Each article is examined and evaluated for specific information that practitioners and researchers may use in their future PBL efforts.
Beyond Beliefs: Teachers Adapting Problem-Based Learning To Preexisting Systems Of Practice, John L. Pecore
Beyond Beliefs: Teachers Adapting Problem-Based Learning To Preexisting Systems Of Practice, John L. Pecore
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers’ alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy …
A Cognitive Support System To Scaffold Students’ Problem-Based Learning In A Web-Based Learning Environment, Xun Ge, Lourdes G. Planas, Nelson Er
A Cognitive Support System To Scaffold Students’ Problem-Based Learning In A Web-Based Learning Environment, Xun Ge, Lourdes G. Planas, Nelson Er
Interdisciplinary Journal of Problem-Based Learning
An experimental study was conducted to investigate the effects of question prompts and peer review on scaffolding students’ problem-based learning in a web-based cognitive support system. Ninety-six pharmacy students were randomly assigned to a treatment or control condition. The students in both conditions were asked to generate solutions to a real-world problem on clinical communication in a web-based learning environment. The results indicated that students who received question prompts significantly outperformed those who did not in each of the five problem-solving steps in both initial and revised reports. The results also showed that students in both conditions significantly improved their …
Storytelling As An Instructional Method: Definitions And Research Questions, Dee H. Andrews, Thomas D. Hull, Jennifer A. Donahue
Storytelling As An Instructional Method: Definitions And Research Questions, Dee H. Andrews, Thomas D. Hull, Jennifer A. Donahue
Interdisciplinary Journal of Problem-Based Learning
The goal of this paper is to discuss the theoretical and empirical foundations of the use of storytelling in instruction. The definition of a “story” is given and four instructional methods are identified related to storytelling: case-based, narrative-based, scenario-based and problem-based instruction. The article puts forth descriptions of the four instructional methods above, describes several research issues, some foundational work and theories, and proposes a research agenda.
Book Review: A Practical Guide To Problem-Based Learning Online, Jennifer C. Richardson
Book Review: A Practical Guide To Problem-Based Learning Online, Jennifer C. Richardson
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Engaging Teachers’ Pedagogical Content Knowledge: Adopting A Nine-Step Problem-Based Learning Model, Karen C. Goodnough, Woei Hung
Engaging Teachers’ Pedagogical Content Knowledge: Adopting A Nine-Step Problem-Based Learning Model, Karen C. Goodnough, Woei Hung
Interdisciplinary Journal of Problem-Based Learning
Engaging primary and elementary students in meaningful, relevant science learning is challenging. PBL is an instructional approach that provides a means to foster meaningful science learning while enhancing teachers’ pedagogical content knowledge (PCK). This paper reports on the experiences of a teacher inquiry group consisting of five teachers (K-5) and a university researcher as they adopted a nine-step problem design model to develop PBL experiences. The objectives of the study were to examine how various facets of teachers’ pedagogical content knowledge are engaged as they design PBL modules; describe how teachers engage with a nine-step problem design model; and document …