|Editor:||Michael M. Grant, University of South Carolina|
|Co-Editor:||Krista Glazewski, Indiana University|
|Founding Editor:||Peggy A. Ertmer, Purdue University|
The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
IJPBL is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles.
The Purpose and Value for Students of PBL Groups for Learning
Vicki J. Skinner, Annette Braunack-Mayer, and Tracey A. Winning
The Use of PBL in an Interprofessional Education Course for Health Care Professional Students
Kristine M. L'Ecuyer, David Pole, and Sheila A. Leander
The Positive Impact of Project-Based Learning on Attendance of an Economically Disadvantaged Student Population: A Multiyear Study
Casey Creghan and Kathleen Adair-Creghan
Investigating Problem-Based Learning Tutorship in Medical and Engineering Programs in Malaysia
Virginie F. C. Servant and Eleanor F. A. Dewar
Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL
Jingyan Lu and Lap Ki Chan