Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Education
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.
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian R. Belland, Brian F. French, Peggy A. Ertmer
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian R. Belland, Brian F. French, Peggy A. Ertmer
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes were measured in 33 empirical studies. Results indicate that few studies included (a) theoretical frameworks for the assessed variables/constructs, (b) rationales for how chosen assessments matched the constructs measured, or (c) other information required for readers to assess the validity of authors’ interpretations. Implications for future …
When Is Pbl More Effective? A Meta-Synthesis Of Meta-Analyses Comparing Pbl To Conventional Classrooms, Johannes Strobel, Angela Van Barneveld
When Is Pbl More Effective? A Meta-Synthesis Of Meta-Analyses Comparing Pbl To Conventional Classrooms, Johannes Strobel, Angela Van Barneveld
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) has been utilized for over 40 years in a variety of different disciplines. Although extensively researched, there is heated debate about the effectiveness of PBL. Several meta-analyses were conducted that provided a synthesis of the effects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and findings of the meta-analytical research on the effectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more effective for short-term …
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
Interdisciplinary Journal of Problem-Based Learning
Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers, 2005) that attempted to go beyond medical education, they found only one study in economics and were unable to explain large portions of the variance across results. This work builds upon their efforts as a meta-analysis that crosses disciplines as well as categorizes …
Introduction: Summarizing Findings And Looking Ahead To A New Generation Of Pbl Research, Jason Ravitz
Introduction: Summarizing Findings And Looking Ahead To A New Generation Of Pbl Research, Jason Ravitz
Interdisciplinary Journal of Problem-Based Learning
The articles in this issue effectively summarize three decades of Problem Based Learning (PBL) research. The meta-analysis (Walker & Leary) and meta-synthesis (Strobel & van Barneveld) articles review outcomes of studies conducted from 1976 to 2007 that compared a PBL curriculum to a traditional curriculum. The third article offers a critique of assessments used in these studies. This commentary highlights the conclusions of the articles and their unique contributions to our understanding of PBL and the breadth of its impact. Issues to be addressed in future research are discussed.