Editors
| Editor: | Michael M. Grant, University of Memphis |
|---|---|
| Co-Editor: | Krista Glazewzki, 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.
Recent Content
Articles
Definitions and Uses: Case Study of Teachers Implementing Project-based Learning
Suha R. Tamim and Michael M. Grant
The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses
Brett D. Jones, Cory M. Epler, Parastou Mokri, Lauren H. Bryant, and Marie C. Paretti
Using Problem-based Learning to Explore Unseen Academic Potential
Shelagh A. Gallagher and James J. Gallagher
Problem-based Learning Across the Curriculum: Exploring the Efficacy of a Cross-curricular Application of Preparation for Future Learning
Karen Swan, Philip Vahey, Mark van 't Hooft, Annette Kratcoski, Ken Rafanan, Tina Stanford, Louise Yarnall, and Dale Cook
Promoting Positive Academic Dispositions Using a Web-based PBL Environment: The GlobalEd 2 Project
Scott W. Brown, Kimberly A. Lawless, and Mark A. Boyer
Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis
Heather Leary, Andrew Walker, Brett E. Shelton, and M. Harrison Fitt
