Interdisciplinary Journal of Problem-based Learning 

About: Interdisciplinary Journal of Problem-based Learning is an academic journal published by Purdue University Press. The journal publishes majorly in the area(s): Problem-based learning & Teaching method. It has an ISSN identifier of 1541-5015. It is also open access. Over the lifetime, 234 publications have been published receiving 11535 citations.

Overview of Problem-Based Learning: Definitions and Distinctions.

Abstract: Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines. It is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.

When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms

Abstract: Problem-based learning (PBL) has been utilized for over 40 years in a variety of diff erent disciplines. Although extensively researched, there is heated debate about the eff ectiveness of PBL. Several meta-analyses have been conducted that provide a synthesis of the eff ects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and fi ndings of the meta-analytical research on the eff ectiveness 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 eff ective for short-term retention as measured by standardized board exams. Implications are discussed.

Goals and Strategies of a Problem-based Learning Facilitator

Abstract: This paper describes an analysis of facilitation of a student-centered problem-based learning group. The focus of this analysis was to understand the goals and strategies of an expert facilitator in support of collaborative learning. This was accomplished through interaction analysis using video data and stimulated recall to examine two PBL group meetings. In this paper, we examine how specific strategies were used to support the PBL goals of help ing students construct causal explanations, reason effectively, and become self-directed learners while maintaining a student-centered learning process. Being able to articulate these strategies is an important step in helping others learn the art of PBL facilitation.

A Problem Based Learning Meta Analysis: Differences across Problem Types, Implementation Types, Disciplines, and Assessment Levels.

Abstract: Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duff y, 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 eff orts as a meta-analysis that crosses disciplines as well as categorizes the types of problems used (Jonassen, 2000), the PBL approach employed (Barrows, 1986), and the level of assessment (Gijbels et al., 2005; Sugrue, 1993, 1995). Across 82 studies and 201 outcomes the fi ndings favor PBL (dw = 0.13, +/.025) with a lack of homogeneity (Q = 954.27) that warrants a closer examination of moderating factors.

The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics.

Abstract: Abstract This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students’ macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group work, and problem-solving efficacy. Over all, PBL was found to be a more effective instructional approach for teaching macroeconomics than traditional lecture–discussion (p = .05). Additional analyses provided evidence that PBL was more effective than traditional instruction with students of average verbal ability and below, students who were more interested in learning economics, and students who were most and least confident in their ability to solve problems. Recommended Citation Mergendoller, J. R. , Maxwell, N. L. , & Bellisimo, Y. (2006). The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2). Available at: https://doi.org/10.7771/1541-5015.1026  Download