Table of Contents

Notes on Contributors ix

Preface xxiii

Section I Understanding PBL: Historical and Theoretical Foundations 1

1 A Short Intellectual History of Problem‐Based Learning 3
Virginie F. C. Servant‐Miklos, Geoff R. Norman, and Henk G. Schmidt

2 Cognitive Constructivist Foundations of Problem‐Based Learning 25
Henk G. Schmidt, Jerome I. Rotgans, and Elaine H. J. Yew

3 Social Foundations of Problem‐Based Learning 51
Woei Hung, Mahnaz Moallem, and Nada Dabbagh

4 Comparative Pedagogical Models of Problem‐Based Learning 81
John R. Savery

Section II Research in PBL 105

5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher‐Order Thinking Skills 107
Mahnaz Moallem

6 Effects of PBL on Critical Thinking Skills 135
Nada Dabbagh

7 Effects of Problem‐Based Learning on Motivation, Interest, and Learning 157
Jerome I. Rotgans and Henk G. Schmidt

8 Self‐Directed Learning in Problem‐Based Learning: A Literature Review 181
Heather Leary, Andrew Walker, Mason Lefler, and Yu‐Chun Kuo

9 Group Work and Group Dynamics in PBL 199
Herco T. H. Fonteijn and Diana H. J. M. Dolmans

10 PBL in K–12 Education 221
Michael M. Grant and Suha R. Tamim

Section III Instructional Design of PBL 245

11 Problem Design in PBL 249
Woei Hung

12 The Problem‐Based Learning Process: An Overview of Different Models 273
Lisette Wijnia, Sofie M. M. Loyens, and Remy M. J. P. Rikers

13 Facilitating Problem‐Based Learning 297
Cindy E. Hmelo‐Silver, Susan M. Bridges, and Jessica M. McKeown

14 Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features 321
Peggy A. Ertmer and Krista D. Glazewski

15 Designing for Effective Group Process in PBL Using a Learner‐Centered Teaching Approach 343
Phyllis Blumberg

16 The Role of Self‐Directed Learning in PBL: Implications for Learners and Scaffolding Design 367
Xun Ge and Bee Leng Chua

17 Types and Design of Assessment in PBL 389
Mark A. Albanese and Georgia L. Hinman

18 Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL 411
Brian R. Belland

Section IV PBL in Practice: Case Studies 433

19 Learning and Assessing Problem‐Based Learning at Aalborg University: A Case Study 437
Anette Kolmos, Pia Bøgelund, and Claus Monrad Spliid

20 PBL in Medical Education: A Case Study at the Université de Sherbrooke 459
Denis Bédard

21 Seeing and Hearing is Believing, But Eating is Knowing: A Case Study of Implementing PBL in a Master of Educational Management Program 483
Philip Hallinger,, Jiafang Lu, and Parinya Showanasai

22 PBL Capstone Experience in Conservation Biology: A Self‐Regulated Learning Approach 507
Mary English and Anastasia Kitsantas

23 Promoting Ambitious Teaching and Learning through Implementing Mathematical Modeling in a PBL Environment: A Case Study 529
Jennifer M. Suh and Padmanabhan Seshaiyer

24 A Case Study of Project‐Based Learning of Middle School Students Exploring Water Quality 551
Ann M. Novak and Joseph S. Krajcik

Section V New Developments and Emerging Trends in PBL 573

25 3D Immersive Platforms and Problem‐Based Learning Projects: A Search for Quality in Education 575
Ulisses F. Araújo

26 PBL and Networked Learning: Potentials and Challenges in the Age of Mass Collaboration and Personalization 593
Thomas Ryberg

27 Project‐Based Learning and Computer‐Based Modeling and Simulation 617
Shelby P. Morge, Sridhar Narayan, and Gene A. Tagliarini

28 Problem‐Based Learning in Digital Spaces 645
Maggi Savin‐Baden and Roy Bhakta

29 An Exploration of Problem‐Based Learning in a MOOC 667
Daniëlle M. L. Verstegen, Herco T. H. Fonteijn, Diana H. J. M. Dolmans, Cathérine C. E. de Rijdt, Willem S. de Grave, and Jeroen J. G. van Merriënboer

Index 691

About the Author

MAHNAZ MOALLEM is Professor and Chair of Department of Educational Technology and Literacy, College of Education, Towson University, USA.

WOEI HUNG is Professor and Graduate Director of Instructional Design and Technology, University of North Dakota, USA.

NADA DABBAGH is Professor and Director of Learning Technologies, College of Education and Human Development, George Mason University, USA.