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Articles 1 - 9 of 9

Full-Text Articles in Education

Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas Sep 2013

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 ...


Improving Problem-Based Learning In Creative Communities Through Effective Group Evaluation, Richard E. West, Greg S. Williams, David D. Williams Sep 2013

Improving Problem-Based Learning In Creative Communities Through Effective Group Evaluation, Richard E. West, Greg S. Williams, David D. Williams

Interdisciplinary Journal of Problem-Based Learning

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews with nine key community leaders, we considered the evaluative culture and actions of this community, and how these evaluative practices improved their creative problem solving. We describe their evaluation practices in the context of principles derived from the Joint Committees’ Evaluation Standards (Yarbrough, Shulha, Hopson, & Caruthers, 2011), which are well-respected standards used by professional evaluators. Specifically, we found that problem-based learning strategies were successful in part because the community members (1) established a context and culture of high expectations, collaboration, and evaluation; (2) united the students, teachers, and ...


Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant May 2013

Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

The purpose of this descriptive study was to explore inservice teachers’ definitions of project based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.


Drugs, Devices, And Desires: A Problem-Based Learning Course In The History Of Medicine, Sarah Levitt, Anne Mckeage, P. K. Rangachari Mar 2013

Drugs, Devices, And Desires: A Problem-Based Learning Course In The History Of Medicine, Sarah Levitt, Anne Mckeage, P. K. Rangachari

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) is well suited for courses in the history of medicine, where multiple perspectives exist and information has to be gleaned from different sources. A student, an archivist, and a teacher offer three perspectives about a senior level course where students explored the antecedents and consequences of medical technology. Two active learning strategies were used: (a) PBL to explore the historical basis of procedures used to diagnose, prevent and treat a single disease, tuberculosis, and (b) a concurrent inquiry-based component that permitted individual exploration of other medical technologies and demonstration of learning through diverse options (book reviews, conversations ...


“Voices From The Field” Overview, Call For Papers, And Section Introduction, Michael M. Grant Mar 2013

“Voices From The Field” Overview, Call For Papers, And Section Introduction, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Commentary For The Special Issue: Pbl Scholarship: Building On The Educational Vision Of Howard Barrows, Peggy A. Ertmer Mar 2013

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.


Building On And Honoring Forty Years Of Pbl Scholarship From Howard Barrows: A Scientometric, Large-Scale Data, And Visualization-Based Analysis, Hanjun Xian, Krishna Madhavan Mar 2013

Building On And Honoring Forty Years Of Pbl Scholarship From Howard Barrows: A Scientometric, Large-Scale Data, And Visualization-Based Analysis, Hanjun Xian, Krishna Madhavan

Interdisciplinary Journal of Problem-Based Learning

Over the past forty years, Howard Barrows’ contributions to PBL research have influenced and guided educational research and practice in a diversity of domains. It is necessary to make visible to all PBL scholars what has been accomplished, what is perceived as significant, and what is the scope of applicability for Barrows’ groundbreaking findings. As more disciplines recognize Barrows’ efforts and adopt PBL in education, it becomes crucial but challenging to sustain community memory so that PBL scholars are kept well informed of research innovations in various domains. In this paper, we review Barrows’ scholarly efforts in PBL and reveal ...


Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher Mar 2013

Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher

Interdisciplinary Journal of Problem-Based Learning

One goal of the US Department of Education-funded Project Insights was to see if the use of Problem-based Learning (PBL) would encourage students to reveal previously unseen academic potential. Two PBL units were taught to 271 sixth grade students in 13 classrooms. Afterwards, teachers identified students who demonstrated previously unseen academic potential during the PBL units. This advanced academic potential group was compared with students identified as gifted using district criteria and the remaining sixth grade students. Measures included standardized achievement test scores, teacher ratings of students’ engagement in PBL, and independent ratings of students’ performance on specific PBL assignments ...


Promoting Positive Academic Dispositions Using A Web-Based Pbl Environment: The Globaled 2 Project, Scott W. Brown, Kimberly A. Lawless, Mark A. Boyer Mar 2013

Promoting Positive Academic Dispositions Using A Web-Based Pbl Environment: The Globaled 2 Project, Scott W. Brown, Kimberly A. Lawless, Mark A. Boyer

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL environments. The GlobalEd 2 Project is an example of a PBL environment that combines the positive characteristics of both face-to-face and online environments in a 14-week simulation of international negotiations of science advisors on global water resource issues. The GlobalEd 2 PBL environment is described examining the impact it has had on middle school students’ interest in ...