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Celebrating 50 Years of Problem-Based Learning: Past, Present, and Future
Sat, April 18, 12:25 to 1:55pm, Virtual RoomSession Type: Symposium
Abstract
2019 marks the 50th anniversary of problem-based learning (PBL), since its inception at McMaster University. The American Educational Research Association 2020 meeting is an appropriate occasion to reflect on fifty years of practice and think about the future of PBL. In this symposium, six papers are presented that look at different facets of PBL’s development. The findings are a testament to PBL’s success as an education method, but also present some key challenges faced by PBL as it spreads beyond the confines of western universities, moves outside of medical education, faces scrutiny from increasingly focused psychological theory, collides with other progressive pedagogies, and is called upon to deal with the challenges of tomorrow.
Sub Unit
Chair
Papers
A Review to Identify Key Perspectives in Problem-Based Learning Meta-Analyses and Reviews: Trends, Gaps, and Future Research Directions - Woei Hung, University of North Dakota; Diana HJM Dolmans, Maastricht University; Jeroen J.G. Van Merrienboer, Maastricht University
Behind the Times: A Brief History of Motivation Discourse in Problem-Based Learning - Lisette Wijnia, Open Universiteit Nederland; Virginie F. C. Servant-Miklos, Aalborg University
Problem-Based Learning as a Way to Achieve Excellence in Education - Sofie Loyens, Utrecht University; Lisette Wijnia, Open Universiteit Nederland; Ivette van der Sluijs-Duker, University College Roosevelt; Remigius M. Rikers, University College Roosevelt
Problem-Based Learning and Sustainable Education: Addressing the Problem of Isolation - Gera Noordzij, Erasmus University; Julien P. Kloeg, Erasmus University Rotterdam; Liesbeth Noordegraaf-Eelens, Erasmus University Rotterdam
Critical Considerations for the Future of Problem-Based Learning in K–12: Supporting Diversity and Cultivating Inclusivity - Krista D. Glazewski, Indiana University; Peggy A. Ertmer, Purdue University
Cross-Case Comparison of Secondary School Learners' Problem-Based Learning Experiences Between Singapore and the United States - Xun Ge, The University of Oklahoma; Bee Leng Chua, Nanyang Technological University; Kyungwon Koh, University of Illinois at Urbana-Champaign; Mashiur S. Rahaman, The University of Oklahoma; Youyan Nie, National Institute of Education - Nanyang Technological University; Stefanie Y. Chye, National Institute of Education - Nanyang Technological University; Gregory Arief D. Liem, National Institute of Education - Nanyang Technological University