|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.
Assessing the Role of Online Technologies in Project-based Learning
Jason Ravitz and Juliane Blazevski
Comparing Technology-supported Teacher Education Curricular Models for Enhancing Statistical Content Knowledge
Dionne Cross Francis, Rick Hudson, Crystal Vesperman, and Arnulfo Perez
Empathy, Self-Reflection, and Curriculum Choice
Suely Grosseman, Mohammadreza Hojat, Pamela M. Duke, Stewart Mennin, Steven Rosenzweig, and Dennis Novack
Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education Through Project-Based Learning
Jean S. Lee, Sue Blackwell, Jennifer Drake, and Kathryn A. Moran
Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction
Rintaro Imafuku, Ryuta Kataoka, Mitsuori Mayahara, Hisayoshi Suzuki, and Takuya Saiki