The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource:  Addresses the need for a comprehensive resource to problem-based learning research and implementation Contains contributions from an international panel of experts on the topic Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning.

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