Problem-based learning

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Such tools can replace many authoring tools as more complicated functions such as creating simulations, drag and drop etc. are all made possible. Hence, the presentation can be made highly interactive, engaging and compatible with most devices. The best examples are Microsoft PowerPoint and Apple Keynote. However, one drawback is that such tools often come at a subscription charge and need to be installed locally on devices. Both PowerPoint and Keynote point more towards the standard form of slide by slide presentations. Prezi represents the second major type of tools with a storytelling style and less traditional or structured form of presentation that allows one to zoom in and out of any part of the screen. These tools are generally web-based and have collaborative functions of value-add for the PBL process. Nevertheless, this type of tools also charge subscription fees based on privilege levels. The third broad type of tools would be the web-based ones free of charge with less fanciful effects, allowing access to presentations collaboratively online anytime. Google Slides is such an option which is easy to use. Though it has less functions, it offers the convenience of being available anytime anywhere on any online device. This type can be effective when students have limited time to prepare for their presentations as it removes many technical difficulties such as arranging for face-to-face meetings, installing the presentation tool or the time needed to learn to create the presentation. Students can spend more time on meaningful discussions about their problem and solution instead of the presentation itself.

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However, the use of PBL in complete online education does not seem as established based on the relatively scarce references available in the literature. In 2001, the University of Southern Queensland (USQ) was one of the first few faculties that utilized a learning management system (LMS) to facilitate collaboration and group problem-solving. The result showed the significant impact of online PBL on the learning outcomes of students in many aspects including enhancing their communication skills, problem-solving skills and ability to work as a team. The most successful feature of the LMS in terms of user rate was the discussion boards where asynchronous communications took place. Technology has advanced for another decade since then and it should help us take online PBL to a greater height as many more activities such as synchronous online meetings have been made readily available today on numerous platforms. The key focus here is to examine how technology can further facilitate the effective use of PBL online by zooming into the learner needs in each phase of PBL.

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gain access to the tools and content stored in the system. Cloud-based solutions on the other hand, such as Google Apps, OneNote, and the Office 365 suit offer collaborative tools outside the traditional education setting. Educators of all kinds (K-12 schools, colleges, and universities, vocational training, HR training teams, etc.) can access these cloud-based solutions and collaborate with anyone around the world by simply sharing a link. These tools range in availability from free with an email account to subscription costs based on the suit purchased. In addition to potential financial limitations, these cloud-based systems are always as secure or private as an LMS that requires course enrollment. Both LMS and cloud-based solutions present learners with opportunities to collaborate in a variety of ways while brainstorming the meaning of the problem and developing a plan for research and future collaboration.

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choosing and implementing appropriate learning strategies, and evaluating learning outcomes". By being invited into the learning process, students are also invited to take responsibility for their learning, which leads to an increase in self-directed learning skills. In Severiens and Schmidt's study of 305 first year college students, they found that PBL and its focus on SDL led to motivation for students to maintain study pace, led to social and academic integration, encouraged development of cognitive skills, and fostered more study progress than students in a conventional learning setting. PBL encourages learners to take a place in the academic world through inquiring and discovery that is central to problem-based learning.

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support the solution using relevant information and data analysis. Being able to communicate and present the solution clearly is the key to the success of this phase as it directly affects the learning outcomes. With the help of technology, presentation has been made much easier and more effective as it can incorporate visual aids of charts, pictures, videos, animations, simulations etc. Ideas and connections between ideas can be clearly demonstrated using different tools. Microsoft PowerPoint 2016, Apple Keynote, Prezi, and Google Slides are among the top-rated presentation applications of 2017.

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important that learners can engage in collaborative brainstorming and research through the use of technology. Technology allows for groups to collaborate synchronously or asynchronously from anywhere in the world; schedules and geography no longer prevent collaboration in PBL. Today, there is a plethora of tools available to promote group collaboration online, each with unique strengths and limitations. Learning management systems and cloud-based solutions are the two most popular and accessible technological solution for online collaboration. Learning management systems, such as

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future context and elaborate more on the information presented which helps in better understanding and retention of knowledge. In medical education, PBL cases can incorporate dialogue between patients and physicians, demonstrate the narrative character of the medical encounter, and examine the political economic contributors to disease production. PBL can serve as a platform for a discursive practices approach to culture that emphasizes the emergent, participant-constructed qualities of social phenomena while also acknowledging large-scale social forces.

529: 768:, offer access to seemingly countless links to information. While these research tools provide ample sources of potential information, the quantity can be overwhelming. It also becomes difficult to identify quality sources without adding filters and higher-level search strategies when using these broad search-engines. Libraries are a more selective option and often offer online-databases, but typically require an account or subscription for online access to articles and books. 6464: 5477: 696:

scenarios improving learning environment and thus enhance students' engagement in the learning process. Comparing face-to-face setting with strict online PBL, the group activities play the key role in the success of the social interaction in PBL. Online PBL is also seen as more cost-effective. Collaborative PBL has been shown to improve critical thinking scores as compared with individual PBL, and increased students' achievement levels and retention scores.

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Some students reported not having enough confidence to seek information independently without guidance from their teachers. The students also found it very time-consuming to seek information themselves, as they still had to cope with the requirements of the traditional curriculum of attending lectures. Some students had difficulty with the language if the PBL discussions were conducted in English, as it was not their working language.

415:(Sweller and Cooper, 1985; Cooper and Sweller, 1987). Certainly active problem solving is useful as learners become more competent, and better able to deal with their working memory limitations. But early in the learning process, learners may find it difficult to process a large amount of information in a short time. Thus the rigors of active problem solving may become an issue for novices. Once learners gain expertise the 6474: 6452: 309:

makes their learning more profound, lasting and also enhance the transferability of skills and knowledge from the classroom to work. Since there is more scope for application of knowledge and skills the transferability is increased. It will be also very helpful to them not only to visualise what it will be like applying that knowledge and expertise on their field of work or profession.

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stimulate learning by allowing students to see the relevance and application to future roles. It maintains a higher level of motivation towards learning, and shows the importance of responsible, professional attitudes with teamwork values. The motivation for learning drives interest because it allows for selection of problems that have real-world application.

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pioneered by Stanford Professor Fruchter, an environment across six universities from Europe, the United States and Japan along with a toolkit to capture and share project knowledge was developed. The students (people) from the three disciplines were assigned a team project that works on solving a problem and delivering an end-product to a client.

321:. The teams or groups resolve relevant problems in collaboration and hence it fosters student interaction, teamwork and reinforces interpersonal skills. like peer evaluation, working with group dynamic etc. It also fosters in them the leadership qualities, learn to make decision by consensus and give constructive feed back to the team members etc. 540:

Students are considered to be active agents who engage in social knowledge construction. PBL assists in processes of creating meaning and building personal interpretations of the world based on experiences and interactions. PBL assists to guide the student from theory to practice during their journey through solving the problem.

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and one of the good learning methods because it is more flexible and interesting to students. They enjoy this environment of learning for it is less threatening and they can learn independently. All these aspects make students more self-motivated and they pursue learning even after they leave the school or college.

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Many forms of scaffolding have been implemented in problem-based learning to reduce the cognitive load of learners. These are most useful to enable decreasing ("fading") the amount of guidance during problem solving. A gradual fading of guidance helps learners to slowly transit from studying examples

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The PBL students score higher than the students in traditional courses because of their learning competencies, problem solving, self-assessment techniques, data gathering, behavioral science etc. It is because they are better at activating prior knowledge, and they learn in a context resembling their

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Researchers say that students like problem-based learning classes rather than the traditional classes. The increase in the percentage of attendance of students and their attitude towards this approach itself makes it very clear that they are self-motivated. In fact it is more fascinating, stimulating

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The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesising. In short, it is identifying what they already know, what they need to know, and how and where to access new information

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The establishment and application of PBL in teaching and training started as early as in the 1960s. As instructional technology developed over time coupled with the emergence of the internet in the mid-1990s, online education became popular gaining huge attention from organizations and institutions.

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For the instructors, instructional design principles for the instructors regarding the design and development of online PBL must include collaborative characteristics. For example, the scheduling must be conducive to collaborative activities. Additionally, instructors should ensure that the problems

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organizes the problem-solving process into (1) building the problem base, (2) analyzing the problem, (3) synthesizing the findings, and (4) communicating the results. Building the problem base includes choosing, defining, and structuring an ecological economic problem. Analysis is breaking down of a

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The learning management systems (LMS) allow for supervision and support by the course administrator or professor. One limitation of these systems is their availability; most LMS are restricted by course enrollment. Students must be enrolled in a particular course or subscribe to a specific class to

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Evaluation of the effects of PBL learning in comparison to traditional instructional learning have proved to be a challenge. Various factors can influence the implementation of PBL: extent of PBL incorporation into curriculum, group dynamics, nature of problems used, facilitator influence on group,

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Since the students are self-motivated, good teamwork, self-directed learning etc. the teachers who have worked in both traditional and project based learning formats prefer project based learning. They also feel that problem-based learning is more nurturing, significant curriculum and beneficial to

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The role of the tutor is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor aims to build students' confidence when addressing problems, while also expanding their understanding. This process is based on constructivism. PBL represents a paradigm shift from

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Key advantages of this method are that it familiarizes students with real world problems and improves their confidence in solving these. It also improves their networking skills, thereby establishing rapport with key persons of the industry. They also learn, in an educational setting, the value of

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strategies to foster the culture of practice that would extend beyond the university campus to real life. PBL is all about encouraging teaching and learning teamwork in the information age, by facilitating team interaction with professors, industry mentors and owners who provide necessary guidance

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These popular presentation tools have their distinctive features and advantages over one another and can be summarized into three broad types. The first type has almost everything a presenter needs, ranging from tables, charts, picture tools, animations, video tools, add in functions and so forth.

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Some of the reported difficulties in implementing PBL in these schools include poor participation and difficulty in getting students involved in discussions, due possibly to their Asian reticence. One school reported that students felt that they were compelled to speak as they were being assessed.

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The problem of the problem-based learning is the traditional assumptions of the students. Most of the students might have spent their previous years of education assuming their teacher as the main disseminator of knowledge. Because of this understanding towards the subject matter students may lack

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Although students generally like and gain greater ability to solve real-life problems in problem-based learning courses, instructors of the methodology must often invest more time to assess student learning and prepare course materials, as compared to LBL instructors. Part of this frustration also

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One large study tracked middle school students' performance on high-stakes standardized tests to evaluate the effectiveness of inquiry-based science. The study found a 14 percent improvement for the first cohort of students and a 13 percent improvement for the second cohort of students. The study

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By giving more significance to the meaning, applicability and relevance to the learning materials it leads to better understanding of the subjects learnt. When students are given more challenging and significant problems are given it makes them more proficient. The real life contexts and problems

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The third most important phase of PBL is resolving the problem, the critical task is presenting and defending your solution to the given problem. Students need to be able to state the problem clearly, describe the process of problem-solving considering different options to overcome difficulties,

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Computer-supported PBL can be an electronic version (ePBL) of the traditional face-to-face paper-based PBL or an online group activity with participants located distant apart. ePBL provides the opportunity to embed audios and videos, related to the skills (e.g. clinical findings) within the case

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Students themselves resolve the problems that are given to them, they take more interest and responsibility for their learning. They themselves will look for resources like research articles, journals, web materials, text books etc. for their purpose. Thus it equips them with more proficiency in

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The instructors have to adapt new assessment methods to evaluate the pupils' achievement. They have to incorporate written examinations with modified essay questions, practical examinations, peer and self assessments etc. Problem-based has also been considered slightly more favourable to female

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The instructors have to change their traditional teaching methodologies in order to incorporate problem-based learning. Their task is to question students' knowledge, beliefs, give only hints to correct their mistakes and guide the students in their research. All these features of problem-based

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PBL follows a constructivist perspective in learning as the role of the instructor is to guide and challenge the learning process rather than strictly providing knowledge. From this perspective, feedback and reflection on the learning process and group dynamics are essential components of PBL.

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Once the problem has been identified, learners move into the second step of PBL: the information gathering phase. In this phase, learners research the problem by gathering background information and researching potential solutions. This information is shared with the learning team and used to

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PBL is also argued as a learning method that can promote the development of critical thinking skills. In PBL learning, students learn how to analyze a problem, identify relevant facts and generate hypotheses, identify necessary information/knowledge for solving the problem and make reasonable

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One of the aims of PBL is the development of self-directed learning (SDL) skills. In Loyens, Magda & Rikers' discussion, SDL is defined as "a process in which individuals take the initiative...in diagnosing their learning needs, formulating goals, identifying human and material resources,

588:, an attempt was made to introduce a problem-based learning model in secondary mathematics, with the aim of educating citizens to prepare them for decision-making in sustainable and responsible development. This model called Problem-Based Learning the Four Core Areas (PBL4C) first sprouted in 570:

looked at whether students who learn with PBL are better at solving problems and if their attitudes towards mathematics were improved compared to their peers in a more traditional curriculum. The study found that students who were exposed to PBL were better at solving more difficult problems;

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PBL fosters learning by involving students with the interaction of learning materials. They relate the concept they study with everyday activities and enhance their knowledge and understanding. Students also activate their prior knowledge and build on existing conceptual knowledge frameworks.

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In problem-based learning the students are actively involved and they like this method. It fosters active learning, and also retention and development of lifelong learning skills. It encourages self-directed learning by confronting students with problems and stimulates the development of deep

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in their PBL laboratory in 1993 as an initiative to offer their graduate students from the engineering, architecture and construction disciplines to implement their skills in a "cross-disciplinary, collaborative and geographically distributed teamwork experience". In this approach, which was

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The first, and possibly most crucial phase in PBL, is to identify the problem. Before learners can begin to solve a problem, all members must understand and agree on the details of the problem. This consensus forms through collaboration and discussion. With online learning on the rise, it is

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theory to explain how novices react to problem solving during the early stages of learning. Sweller, et al. suggests a worked example early, and then a gradual introduction of problems to be solved. They propose other forms of learning early in the learning process (worked example, goal free

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in the 1960s. Traditional medical education disenchanted students, who perceived the vast amount of material presented in the first three years of medical school as having little relevance to the practice of medicine and clinically based medicine. The PBL curriculum was developed in order to

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Employers have appreciated the positive attributes of communication, teamwork, respect and collaboration that PBL experienced students have developed. These skills provide for better future skills preparation in the ever-changing information explosion. PBL curriculum includes building these

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and what they describe as the guidance-fading effect. Sweller et al. conducted several classroom-based studies with students studying algebra problems. These studies have shown that active problem solving early in the learning process is a less effective instructional strategy than studying

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The approach however needs due consideration of the mentoring provided to the students. Appropriate scaffolding should be done by the mentors to ensure that students are successful in attaining their project goals to solve the problem. Communication between the team should also be open and

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Problem-based learning gives emphasis to lifelong learning by developing in students the potential to determine their own goals, locate appropriate resources for learning and assume responsibility for what they need to know. It also greatly helps them better long term knowledge retention.

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problem into understandable components. Synthesis is the re-integration of the parts in a way that helps better understand the whole. Communication is the translation of results into a form relevant to stakeholders, broadly defined as the extended peer community. (a concept developed in

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According to Wood (2003), the major disadvantage to this process involves the utilization of resources and tutor facilitation. It requires more staff to take an active role in facilitation and group-led discussion and some educators find PBL facilitation difficult and frustrating. It is

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is a smart search-engine with both free and subscription level access options. Wolfram claims to be more than a platform for searching the web, rather, "getting knowledge and answers... by doing dynamic computations based on a vast collection of built-in data, algorithms, and methods."

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and the motivation of the learners. There are also various outcomes of PBL that can be measured including knowledge acquisition and clinical competence. Additional studies are needed to investigate all the variables and technological scaffolds, that may impact the efficacy of PBL.

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Problem-based learning has subsequently been adopted by other medical school programs adapted for undergraduate instruction, as well as K-12. The use of PBL has expanded from its initial introduction into medical school programs to include education in the areas of other

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and has since been broadened in applications for other programs of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and encourages ongoing learning within a team environment.

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may memorize a smaller amount of total information due to spending time searching for the optimal material across various sources, but will likely learn more useful items for real world scenarios, and will likely be better at knowing where to find information when

615:, using real patient cases to teach students how to think like a clinician. More than eighty percent of medical schools in the United States now have some form of problem-based learning in their programs. Research of 10 years of data from the 513:

Within their group, they develop possible theories or hypotheses to explain the problem. Together they identify learning issues to be researched. They construct a shared primary model to explain the problem at hand. Facilitators provide

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and better understanding and retention of knowledge. It also helps to develop life skills that are applicable to many domains. It can be used to enhance content knowledge while simultaneously fostering the development of communication,

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The PBL tutorial process often involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates. It is focused on the student's reflection and

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The main stress of this approach is to have an inter-disciplinary integrated development of deliverables, in order to improve the overall competency and skills of the students. PBL mentoring is a structured activity that involves

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Problem-based learning focuses on engaging students in finding solutions to real life situations and pertinent contextualized problems. In this method discussion forums collaborative research take the place of lecturing.

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generate potential solutions, each with supporting evidence. The most popular online tool for gathering information today is Google, but there are many other search-engines available online. Free search engines, such as

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and are unable to determine how much study is required and the relevance of information available. Students may not have access to teachers who serve as the inspirational role models that traditional curriculum offers.

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Hmelo, C.E.; Evensen, D.H. (2000). "Problem-based learning: Gaining insights on learning interactions through multiple methods of inquiry". In Evensen, Dorothy H.; Hmelo, Cindy E.; Hmelo-Silver, Cindy E. (eds.).

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Schmidt, Henk G.; Loyens, Sofie M. M.; Van Gog, Tamara; Paas, Fred (2007). "Problem-Based LearningisCompatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)".

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problems, etc.); to later be replaced by completions problems, with the eventual goal of solving problems on their own. This problem-based learning becomes very useful later in the learning process.

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The Future of Nontraditional/Interdisciplinary Programs: Margin or Mainstream? Selected Papers from the Tenth Annual Conference on Nontraditional and Interdisciplinary Programs, Virginia Beach, VA

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science software application, which found that students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.

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Wood (2003) defines problem-based learning as a process that uses identified issues within a scenario to increase knowledge and understanding. The principles of this process are listed below:

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Hmelo-Silver, Cindy E.; Duncan, Ravit Golan; Chinn, Clark A. (2007). "Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)".

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Implementing PBL in schools and Universities is a demanding process that requires resources, a lot of planning and organization. Azer discusses the 12 steps for implementing the "pure PBL"

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resource-intensive because it requires more physical space and more accessible computer resources to accommodate simultaneous smaller group-learning. Students also report uncertainty with

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in 2008, and as a result of training courses conducted, a paper was presented at the EARCOME5 conference in 2010, followed by two papers during the 15th UNESCO-APEID conference in 2011.

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with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

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The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.

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Cotič, Mara; Zuljan, Milena Valenčič (2009). "Problem‐based instruction in mathematics and its impact on the cognitive results of the students and on affective‐motivational aspects".

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stems from the amount of time dedicated to presenting new research and individual student findings regarding each specific topic, as well as the disorganised nature of brain-storming

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Paper Presented for the Cognition and School Leadership Conference of the National Center for Educational Leadership and the Ontario Institute for Studies in Education, Nashville, TN

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Dolmans, Diana H J M; De Grave, Willem; Wolfhagen, Ineke H A P; Van Der Vleuten, Cees P M (2005). "Problem-based learning: Future challenges for educational practice and research".

6308: 6253: 5447: 5101: 6192: 251:, critical thinking, collaboration, and self-directed learning skills. PBL may position students to optimally function using real-world experiences. By harnessing collective 6288: 6100: 6283: 6263: 6095: 5794: 5416: 2458: 6105: 5799: 3552:"Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching" 1213: 419:

inherent in problem-based learning helps learners avoid these issues. These studies were conducted largely based on individual problem solving of well-defined problems.

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should be relevant to real-life experiences, and the nature of solutions and problem contexts. Furthermore, a sound technological infrastructure is paramount.

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A systematic review of the effects of problem-based learning in medical school on the performance of doctors after graduation showed clear positive effects on

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Several studies support the success of the constructivist problem-based and inquiry learning methods. One example is a study on a project called GenScope, an

210:. PBL includes problems that can be solved in many different ways depending on the initial identification of the problem and may have more than one solution. 3004:

Schmidt, PL; Trevejo, RT; Tkalcic, S (2008). "Veterinary public health in a problem-based learning curriculum at the Western University of Health Sciences".

255:, differing perspectives may offer different perceptions and solutions to a problem. Following are the advantages and limitations of problem-based learning. 119:

Enhances teamwork and communication, problem-solving and encourages independent responsibility for shared learning - all essential skills for future practice

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in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on

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Chair in Problem-Based Learning in Engineering Education is at Aalborg University. Currently its roughly 20,000 students still follow PBL principles.

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do independent study, individually or in smaller groups: read articles or books, follow practicals or attend lectures to gain the required knowledge

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UNESCO Principal Regional Office for Asia and the Pacific (Thailand); Thailand Ministry of Education Department of Non-formal Education (1997).

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to solving problems. In this case backwards fading was found to be quite effective and assisting in decreasing the cognitive load on learners.

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Trigger materials such as paper-based clinical scenarios, lab data, photographs, articles or videos or patients (real or simulated) can be used

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competence. This effect was especially strong for social and cognitive competencies such as coping with uncertainty and communication skills.

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while being supported by tutor facilitation. Yew and Schmidt, Schmidt, and Hung elaborate on the cognitive constructivist process of PBL:

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Vardi, Iris; Ciccarelli, Marina (2008). "Overcoming problems in problem‐based learning: A trial of strategies in an undergraduate unit".

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attributes through knowledge building, written and interpersonal interactions and through the experience of the problem solving process.

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Delafuente, J. C.; Munyer, T. O; Angaran, D. M; Doering, P. L. (1994). "A problem solving active learning course in pharmacotherapy".

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Sweller and others published a series of studies over the past twenty years that is relevant to problem-based learning, concerning

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Candy PC. Self-direction for lifelong learning: a comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.

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Brodie, L. (n.d.). "Problem Based Learning In The Online Environment – Successfully Using Student Diversity and e-Education."

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Sweller, John; Van Merrienboer, Jeroen J. G.; Paas, Fred G. W. C. (1998). "Cognitive Architecture and Instructional Design".

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Image by Mikael Häggström, MD, using source images by various authors. Source for useful context in problem-based learning:

5624: 5930: 5554: 5411: 3765: 743:, provide schools and classrooms collaborative tools to support synchronous and asynchronous communication and learning. 2085:

Yamada, Seiji; Maskarinec, Gregory (2004). "Strengthening PBL Through a Discursive Practices Approach to Case-Writing".

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Tricia, S.; Moore, R.D.H. (2007). "Implementation of Problem-Based Learning in a Baccalaureate Dental Hygiene Program".

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Schmidt, Henk G; Rotgans, Jerome I; Yew, Elaine HJ (2011). "The process of problem-based learning: What works and why".

5980: 2468: 1179: 1154: 612: 6415: 6298: 6162: 1299: 2235:(2004). "The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry". 1836:

Gallagher, S. A.; Stepien, W. J.; Rosenthal, H. (1992). "The effects of problem-based learning on problem solving".

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The power of problem-based learning : a practical "how to" for teaching undergraduate courses in any discipline

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also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students.

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participants, whilst having equivocal impacts on their male counterparts when compared to lecture based learning.

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Yew, Elaine H. J.; Schmidt, Henk G. (2011). "What students learn in problem-based learning: A process analysis".

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The students re-group to discuss their findings and refine their initial explanations based on what they learned.

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After the initial teamwork, students work independently in self-directed study to research the identified issues.

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Learners are presented with a problem and through discussion within their group, activate their prior knowledge.

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was funded in Denmark and all the programs (engineering, natural and social sciences) were based on PBL. The

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Asia-Pacific Regional Consultation on Adult Education, Jomtien, Thailand, 16-18 September 1996: final report

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Wells, Samantha H; Warelow, Philip J; Jackson, Karen L (2009). "Problem based learning (PBL): A conundrum".

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Several medical schools have incorporated problem-based learning into their curricula following the lead of

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Barr, Robert B.; Tagg, John (1995). "From TeachingtoLearning —A New Paradigm for Undergraduate Education".

3496:"TEACHING CONSTRUCTION PROJECT MANAGEMENT WITHIN AN INTERNATIONAL AND TRANS-DISCIPLINARY LEARNING PLATFORM" 3366:"Digital Tools for Problem-Based Learning" EDTECHNEXT: Emerging technology for K-12 education. Winter 2017. 2935:"Problem-based learning in the 4 Core Areas (PBL4C) in the search of excellence in mathematics instruction" 2886:"The effects of problem-based learning during medical school on physician competency: A systematic review" 2794:

Edens, Kellah M. (2000). "Preparing Problem Solvers for the 21st Century through Problem-Based Learning".

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Problem-based learning addresses the need to promote lifelong learning through the process of inquiry and

6248: 4252: 3806: 3801: 6503: 6420: 5646: 4862: 4385: 4001: 3869: 3859: 1341: 3434: 2177:"Evaluating the effectiveness of problem-based learning as a method of engaging year one law students" 1317:"UNESCO Chairs in Natural Sciences | United Nations Educational, Scientific and Cultural Organization" 389:

learning may be foreign to some instructors; hence they find it difficult to alter their past habits.

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Henry, Holly R.; Tawfik, Andrew A.; Jonassen, David H.; Winholtz, Robert A.; Khanna, Sanjeev (2012).

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indicates that PBL has a positive effect on the students' competency as physicians after graduation.

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Bridges, E. M.; Hallinger, P. (1991). "Problem-based learning in medical and managerial education".

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The practice of problem-based learning : a guide to implementing PBL in the college classroom

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has embraced problem-based learning as a core pedagogy. A workbook developed by Joshua Farley,

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Barrows, Howard S. (1996). "Problem-based learning in medicine and beyond: A brief overview".

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Funtowicz, Silvio O.; Ravetz, Jerome R. (September 1993). "Science for the post-normal age".

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Hung, Woei (2011). "Theory to reality: A few issues in implementing problem-based learning".

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the ability to simply wonder about something in the initial years of problem-based learning.

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Azer, Samy A. (2011). "Introducing a problem-based learning program: 12 tips for success".

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Hmelo-Silver, Cindy E. (2004). "Problem-Based Learning: What and How Do Students Learn?".

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Barrett, Terry (2010). "The problem‐based learning process as finding and being in flow".

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https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Steps_of_PBL_ed.pdf

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teamwork. The method also creates in them an appreciation of interdisciplinary approach.

667: 518:, which is a framework on which students can construct knowledge relating to the problem. 166: 6467: 6352: 6197: 6187: 6177: 6167: 6025: 5950: 5736: 5661: 5631: 5462: 5381: 5341: 5316: 5296: 5231: 5206: 5196: 5181: 4982: 4932: 4887: 4872: 4852: 4842: 4817: 4757: 4452: 4395: 4240: 4091: 4041: 3991: 3936: 3881: 3793: 3751: 3702: 3680: 3651: 3629: 3579: 3242: 3104: 3063: 2910: 2885: 2863: 2819: 2811: 2750: 2674: 2629: 2559: 2478: 2395: 2360: 2291: 2260: 2199: 2149: 2124: 1853: 1728: 1703: 1596: 1571: 1552: 1503: 1452: 1412: 1387: 1267: 1189: 1143: 1034: 996: 943: 918: 864: 658: 214: 571:

however, there was no significant difference in student attitude towards mathematics.

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Learning is done in small groups of 8–10 people, with a tutor to facilitate discussion

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Example of problem/project based learning versus reading cover to cover. The problem/

170: 56: 3706: 3583: 3408: 2754: 2678: 2633: 2399: 2264: 1556: 1507: 1038: 1000: 603:, the first polytechnic in Singapore to fully adopt PBL across all diploma courses. 4702: 4618: 4559: 4322: 4317: 4287: 4174: 4169: 4131: 4036: 4011: 3916: 3684: 3676: 3633: 3625: 3600: 3571: 3563: 3542: 3538: 3461: 3330: 3273: 3234: 3207: 3178: 3168: 3135: 3096: 3015: 2905: 2897: 2867: 2855: 2803: 2734: 2705: 2664: 2656: 2621: 2584: 2543: 2511: 2429: 2387: 2352: 2321: 2287: 2244: 2191: 2144: 2136: 2094: 2042: 2001: 1962: 1906: 1845: 1808: 1764: 1723: 1715: 1674: 1591: 1583: 1534: 1487: 1479: 1444: 1407: 1399: 1259: 1094: 1026: 980: 938: 930: 769: 3334: 3211: 2364: 2195: 1639:

Self-direction for lifelong learning: A comprehensive guide to theory and practice

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Merrill, M. David (2002). "A pebble-in-the-pond model for instructional design".

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seeking resources in comparison to the students of traditional learning methods.

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Illinois Mathematics and Science Academy's Problem Based Learning Network (PBLN)

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Anyone can do it as long it is right depending on the given causes and scenario

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Melzner, Jürgen; Merz, Kathrin; Holliger, Christoph; Bargstädt, Hans-Joachim.

3238: 3173: 3157:"Academic and social integration and study progress in problem based learning" 3156: 3140: 3123: 2959: 2859: 2807: 2660: 2625: 2356: 1587: 1448: 1263: 1030: 477:

Managing learning resources and facilities that support self-directed learning

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https://www.ethos3.com/2016/04/pros-and-cons-of-powerpoint-keynote-and-prezi/

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Read, G. (19 April 2016). "Pros and Cons of PowerPoint, Keynote, and Prezi".

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Problem-based learning : a research perspective on learning interactions

2140: 1719: 1663:"The psychological basis of problem-based learning: A review of the evidence" 1403: 1286: 934: 761: 757: 589: 98:

Students do independent, self-directed study before returning to larger group

4390: 1368: 4475: 4405: 4267: 3604: 3378:"Steps to a Problem-Based Learning Approach." (n.d.). Center for Teaching. 3287: 3027: 2919: 2746: 2710: 2693: 2555: 2516: 2499: 2443: 2256: 2158: 2106: 1974: 1737: 1605: 1548: 1499: 1421: 1098: 992: 952: 4400: 3698: 3647: 3019: 2056: 2015: 1990:"Does problem-based learning work? A meta-analysis of evaluative research" 1920: 1822: 1778: 1753:"Does problem-based learning work? A meta-analysis of evaluative research" 1688: 5490: 4257: 3067: 1491: 740: 724: 662: 133:

identify the questions that need to be answered to shed light on the case

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Duffy, J. (14 February 2017). "The Best Presentation Software of 2017".

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brainstorm what the group already knows and identify potential solutions

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Problem-Based Learning: A Research perspective on learning interactions

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Sweller, John (2006). "The worked example effect and human cognition".

1895:"Attitudes and opinions of faculty tutors about problem-based learning" 3575: 3183: 2669: 2434: 2417: 462:

Training PBL facilitators and defining the objectives of a facilitator

4468: 4031: 3774: 3721: 3689: 3638: 736: 599:, the most notable example of adopting PBL pedagogy in curriculum is 596: 560: 242:

There are advantages of PBL. It is student-focused, which allows for

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formulate learning objectives for the knowledge that is still lacking

107:

The Maastricht 7-jump process helps to guide the PBL tutorial process

65: 116:

Allows for knowledge acquisition through combined work and intellect

26: 3906: 3435:

https://www.pcmag.com/roundup/351652/the-best-presentation-software

1871:

Bridges, E.M. (1992). "Problem Based Learning for Administrators".

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Loyens, Sofie M. M.; Magda, Joshua; Rikers, Remy M. J. P. (2008).

2125:"ABC of learning and teaching in medicine: Problem based learning" 1704:"ABC of learning and teaching in medicine: Problem based learning" 919:"ABC of learning and teaching in medicine: Problem based learning" 453:

Designing the new PBL curriculum and defining educational outcomes

76:

traditional teaching and learning philosophy, which is more often

4101: 3421: 2588: 77: 2984:"Problem-Based Learning Curriculum A Success For Medical School" 1140: 285: 3664: 3614:"Foundations of problem-based learning: Some explanatory notes" 3613: 3420:"Problem-based learning". (n.d.). Study Guides and Strategies. 3391: 1288:

The Aalborg PBL model : progress, diversity and challenges

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constructive in nature for achieving the necessary milestones.

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discuss the case and make sure everyone understands the problem

3737: 3041: 2694:"Goals and Strategies of a Problem-based Learning Facilitator" 1933: 139:

analyse and structure the results of the brainstorming session

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Kirschner, Paul A.; Sweller, John; Clark, Richard E. (2006).

2418:"Problem-Based Learning and Medical Education Forty Years on" 2411: 2409: 1366: 880: 3743: 2310:"Cognitive load during problem solving: Effects on learning" 1053:"Problem-Based Learning - Education - Maastricht University" 690: 333: 3073:

Ecological Economics: a Workbook for Problem-Based Learning

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Using 3-learning to support the delivery of the PBL program

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University of California, Berkeley School of Public Health

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Koh, G. C.-H.; Khoo, H. E.; Wong, M. L.; Koh, D. (2008).

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Duch, Barbara J.; Groh, Susan; Allen, Deborah E. (2001).

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Education for Health: Change in Learning & Practice

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The Maastricht 7-jump involves seven steps, which are:

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Continuing evaluation and making changes (pg. 809-812)

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Establish a new curriculum committee and working group

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International Journal of Engineering Education (IJEE)

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Encouraging feedback from students and teaching staff

303: 3320: 3197: 3665:"Problem-based learning: Rationale and description" 3227:

Innovations in Education and Teaching International

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Interdisciplinary Journal of Problem-Based Learning

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Interdisciplinary Journal of Problem-Based Learning

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Innovations in Education and Teaching International

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In Boud, David; Feletti, Grahame (eds.). 959: 630:, with curriculum based completely on PBL. 342: 3766: 3752: 3738:Problem-Based Learning the Four Core Areas 2933:Teoh, B.T.; Preechaporn, W.; Leong, C. K. 2646: 1879: 1785: 1388:"ABC of learning and teaching in medicine" 1149:(1st ed.). 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(1995). 1838:Gifted Child Quarterly 1099:10.1002/tl.37219966804 891:Project-based learning 870:Educational psychology 580:Malaysia and Singapore 536: 534:Gadjah Mada University 504:self-directed learning 384:Role of the instructor 319:collaborative learning 295:Augments self-learning 239: 38:Problem-based learning 34: 32:Sydney Dental Hospital 21:Project-based learning 6514:Educational practices 6242:and other territories 5981:Saint Kitts and Nevis 4948:São Tomé and Príncipe 4808:Republic of the Congo 3020:10.3138/jvme.35.2.212 2649:Instructional Science 2123:Wood, Diana. (2003). 1637:Candy, P. C. (1991). 1120:. London: Routledge. 704:History of online PBL 575:Examples in curricula 531: 235:project-based learner 232: 29: 6130:Education in Oceania 5506:Education in Europe 5367:United Arab Emirates 4734:Education in Africa 3957:Instructional design 3396:www.wolframalpha.com 1702:Wood, D. F. (2003). 1386:Wood, Diana (2003). 1373:Wiley Online Library 917:Wood, D. F. (2003). 875:Learning by teaching 655:ecological economics 649:Ecological economics 601:Republic Polytechnic 359:information overload 148:discuss the findings 5996:Trinidad and Tobago 5891:Antigua and Barbuda 5771:States with limited 5394:limited recognition 5023:States with limited 4722:Education by region 4448:Secondary education 4360:Teaching philosophy 4263:Pedagogical pattern 4206:21st century skills 4185:Religious education 3828:Aims and objectives 3503:ITC Digital Library 2902:10.1503/cmaj.070565 2308:Sweller, J (1988). 1626:(Report). Thailand. 1582:(7193): 1280–1283. 1252:Educational Studies 896:21st century skills 718:Collaborative tools 668:Post-normal science 566:Another study from 544:Supporting evidence 167:McMaster University 161:and Tamblyn at the 6457:Schools portal 5931:Dominican Republic 5126:Education in Asia 4453:Tertiary education 4391:Learning resources 3882:Education sciences 1472:Contemporary Nurse 865:Discovery learning 777:Presentation tools 537: 393:Pupil's evaluation 240: 215:Aalborg University 35: 6504:Medical education 6486: 6485: 6440: 6439: 6436: 6435: 6408:other territories 6317: 6316: 6309:Wallis and Futuna 6217:Associated states 6124: 6123: 6013:other territories 5872: 5871: 5499: 5498: 5436:other territories 5119: 5118: 5050:other territories 4823:Equatorial Guinea 4712: 4711: 4687: 4686: 4683: 4682: 4678: 4677: 4674: 4673: 4669: 4668: 4606: 4605: 4601: 4600: 4597: 4596: 4592: 4591: 4547: 4546: 4542: 4541: 4538: 4537: 4533: 4532: 4490: 4489: 4485: 4484: 4443:Primary education 4414: 4413: 4303:Dialogic learning 4273:Teacher retention 4226:Critical thinking 4221:Class arrangement 4190:Special education 3865:Standardized test 3848:Course evaluation 3669:Medical Education 3618:Medical Education 2780:978-0-8058-2644-9 2773:. pp. 1–18. 2727:Medical Education 2598:978-981-283-538-3 2435:10.1159/000163038 2314:Cognitive Science 2237:Medical Education 2135:(7384): 328–330. 1994:Academic Medicine 1899:Academic Medicine 1757:Academic Medicine 1714:(7384): 328–330. 1667:Academic Medicine 1527:Medical Education 1398:(7384): 328–330. 1127:978-0-7494-2560-9 973:Medical Education 929:(7384): 328–330. 840:situated learning 57:medical education 6521: 6476: 6475: 6466: 6465: 6455: 6454: 6453: 6428: 6416:Falkland Islands 6330:Sovereign states 6319: 6318: 6299:Pitcairn Islands 6269:French Polynesia 6254:Christmas Island 6183:Papua New Guinea 6163:Marshall Islands 6136:Sovereign states 6126: 6125: 6081:Saint Barthélemy 6011:Dependencies and 5884:Sovereign states 5874: 5873: 5809:Dependencies and 5513:Sovereign states 5501: 5500: 5489: 5479: 5478: 5448:Christmas Island 5134:Sovereign states 5121: 5120: 5111: 5110:(United Kingdom) 5106:Tristan da Cunha 5102:Ascension Island 5094: 5081: 5072: 5048:Dependencies and 4741:Sovereign states 4729: 4728: 4718: 4717: 4701: 4649: 4648: 4644: 4643: 4619:Higher education 4615: 4614: 4610: 4609: 4574: 4573: 4569: 4568: 4560:Secondary school 4556: 4555: 4551: 4550: 4517: 4516: 4512: 4511: 4499: 4498: 4494: 4493: 4465: 4464: 4460: 4459: 4434: 4433: 4420: 4419: 4348:Student-centered 4333:Phenomenon-based 4323:Peer instruction 4288:Blended learning 4211:Bloom's taxonomy 4175:Gifted education 4170:Education reform 4002:Computer science 3783: 3782: 3768: 3761: 3754: 3745: 3744: 3710: 3692: 3659: 3641: 3608: 3587: 3546: 3514: 3513: 3511: 3509: 3500: 3491: 3485: 3484: 3482: 3480: 3466: 3457: 3451: 3444: 3438: 3431: 3425: 3418: 3412: 3405: 3399: 3389: 3383: 3376: 3367: 3364: 3355: 3348: 3339: 3338: 3318: 3312: 3311: 3309: 3301: 3292: 3291: 3281: 3266:Adv Physiol Educ 3257: 3251: 3250: 3222: 3216: 3215: 3195: 3189: 3188: 3186: 3176: 3161:Higher Education 3152: 3146: 3145: 3143: 3119: 3113: 3112: 3084: 3078: 3077: 3064:Erickson, Jon D. 3062:Farley, Joshua; 3059: 3053: 3052: 3050: 3049: 3038: 3032: 3031: 3001: 2995: 2994: 2992: 2991: 2980: 2974: 2973: 2971: 2970: 2956: 2950: 2949: 2947: 2945: 2930: 2924: 2923: 2913: 2881: 2872: 2871: 2843: 2828: 2827: 2796:College Teaching 2791: 2785: 2784: 2765: 2759: 2758: 2722: 2716: 2715: 2713: 2689: 2683: 2682: 2672: 2644: 2638: 2637: 2609: 2603: 2602: 2574: 2568: 2567: 2531: 2522: 2521: 2519: 2495: 2489: 2488: 2482: 2474: 2454: 2448: 2447: 2437: 2413: 2404: 2403: 2375: 2369: 2368: 2338: 2332: 2331: 2329: 2305: 2296: 2295: 2275: 2269: 2268: 2233:Livingston, Gill 2228: 2222: 2221: 2214: 2208: 2207: 2181: 2172: 2163: 2162: 2152: 2120: 2111: 2110: 2082: 2076: 2075: 2067: 2061: 2060: 2050: 2026: 2020: 2019: 2009: 1985: 1979: 1978: 1961:(8): 1058–1069. 1950: 1944: 1943: 1931: 1925: 1924: 1914: 1890: 1877: 1876: 1868: 1862: 1861: 1833: 1827: 1826: 1816: 1792: 1783: 1782: 1772: 1748: 1742: 1741: 1731: 1699: 1693: 1692: 1682: 1658: 1652: 1649: 1643: 1642: 1634: 1628: 1627: 1625: 1616: 1610: 1609: 1599: 1567: 1561: 1560: 1542: 1518: 1512: 1511: 1467: 1461: 1460: 1432: 1426: 1425: 1415: 1383: 1377: 1376: 1363: 1357: 1356: 1354: 1352: 1338: 1332: 1331: 1329: 1327: 1312: 1306: 1305: 1293: 1282: 1276: 1275: 1247: 1238: 1237: 1235: 1233: 1209: 1200: 1199: 1193: 1185: 1167: 1161: 1160: 1148: 1138: 1132: 1131: 1109: 1103: 1102: 1082: 1067: 1066: 1064: 1063: 1049: 1043: 1042: 1014: 1005: 1004: 968: 957: 956: 946: 914: 770:Wolframalpha.com 6529: 6528: 6524: 6523: 6522: 6520: 6519: 6518: 6489: 6488: 6487: 6482: 6451: 6449: 6432: 6426: 6409: 6407: 6397: 6324: 6313: 6241: 6235: 6218: 6212: 6193:Solomon Islands 6131: 6120: 6014: 6012: 6005: 5879: 5868: 5852: 5810: 5804: 5790:Northern Cyprus 5772: 5766: 5687:North Macedonia 5508: 5495: 5467: 5435: 5426: 5407:Northern Cyprus 5393: 5386: 5128: 5115: 5114: 5109: 5092: 5079: 5070: 5051: 5049: 5042: 5026: 5024: 5017: 4736: 4723: 4708: 4707: 4688: 4679: 4670: 4662: 4655: 4633: 4621: 4602: 4593: 4585: 4580: 4562: 4543: 4534: 4526: 4521: 4505: 4486: 4478: 4471: 4427: 4410: 4364: 4283:Active learning 4278:Teaching method 4253:Learning theory 4194: 4160:Autodidacticism 4155:Adult education 4141: 4082:Performing arts 3963: 3870:Teacher quality 3860:Standards-based 3816: 3788: 3777: 3772: 3718: 3713: 3522: 3517: 3507: 3505: 3498: 3492: 3488: 3478: 3476: 3464: 3458: 3454: 3445: 3441: 3432: 3428: 3419: 3415: 3406: 3402: 3390: 3386: 3377: 3370: 3365: 3358: 3349: 3342: 3319: 3315: 3307: 3303: 3302: 3295: 3258: 3254: 3223: 3219: 3196: 3192: 3153: 3149: 3120: 3116: 3085: 3081: 3060: 3056: 3047: 3045: 3040: 3039: 3035: 3002: 2998: 2989: 2987: 2982: 2981: 2977: 2968: 2966: 2958: 2957: 2953: 2943: 2941: 2931: 2927: 2882: 2875: 2844: 2831: 2792: 2788: 2781: 2766: 2762: 2723: 2719: 2690: 2686: 2645: 2641: 2610: 2606: 2599: 2575: 2571: 2536:Medical Teacher 2532: 2525: 2496: 2492: 2476: 2475: 2471: 2455: 2451: 2414: 2407: 2376: 2372: 2339: 2335: 2306: 2299: 2276: 2272: 2229: 2225: 2215: 2211: 2184:The Law Teacher 2179: 2173: 2166: 2121: 2114: 2083: 2079: 2068: 2064: 2027: 2023: 1986: 1982: 1951: 1947: 1932: 1928: 1891: 1880: 1869: 1865: 1834: 1830: 1793: 1786: 1749: 1745: 1700: 1696: 1659: 1655: 1650: 1646: 1635: 1631: 1623: 1617: 1613: 1568: 1564: 1519: 1515: 1468: 1464: 1433: 1429: 1384: 1380: 1364: 1360: 1350: 1348: 1340: 1339: 1335: 1325: 1323: 1313: 1309: 1302: 1291: 1283: 1279: 1248: 1241: 1231: 1229: 1210: 1203: 1187: 1186: 1182: 1168: 1164: 1157: 1139: 1135: 1128: 1110: 1106: 1083: 1070: 1061: 1059: 1051: 1050: 1046: 1015: 1008: 969: 960: 915: 908: 904: 861: 794:PBL stands for 792: 779: 753: 720: 715: 706: 693: 676: 651: 609: 607:Medical schools 582: 577: 546: 532:A PBL group at 496: 487: 441: 413:worked examples 404: 395: 386: 377: 368: 354: 345: 336: 327: 315: 306: 297: 288: 279: 270: 261: 253:group intellect 249:problem-solving 244:active learning 227: 180:health sciences 155: 89: 50:problem solving 46:teaching method 30:A PBL group at 24: 17: 12: 11: 5: 6527: 6517: 6516: 6511: 6506: 6501: 6484: 6483: 6481: 6480: 6470: 6460: 6445: 6442: 6441: 6438: 6437: 6434: 6433: 6431: 6430: 6423: 6418: 6412: 6410: 6402: 6399: 6398: 6396: 6395: 6390: 6385: 6380: 6375: 6370: 6365: 6360: 6355: 6350: 6345: 6340: 6334: 6332: 6326: 6325: 6315: 6314: 6312: 6311: 6306: 6301: 6296: 6291: 6289:Norfolk Island 6286: 6281: 6276: 6271: 6266: 6261: 6256: 6251: 6249:American Samoa 6245: 6243: 6237: 6236: 6234: 6233: 6228: 6222: 6220: 6219:of New Zealand 6214: 6213: 6211: 6210: 6205: 6200: 6195: 6190: 6185: 6180: 6175: 6170: 6165: 6160: 6155: 6150: 6145: 6139: 6137: 6133: 6132: 6122: 6121: 6119: 6118: 6113: 6108: 6103: 6101:Sint Eustatius 6098: 6093: 6088: 6083: 6078: 6073: 6068: 6063: 6058: 6053: 6048: 6046:Cayman Islands 6043: 6038: 6033: 6028: 6023: 6017: 6015: 6010: 6007: 6006: 6004: 6003: 5998: 5993: 5988: 5983: 5978: 5973: 5968: 5963: 5958: 5953: 5948: 5943: 5938: 5933: 5928: 5923: 5918: 5913: 5908: 5903: 5898: 5893: 5887: 5885: 5881: 5880: 5870: 5869: 5867: 5866: 5864:European Union 5860: 5858: 5857:Other entities 5854: 5853: 5851: 5850: 5845: 5840: 5835: 5830: 5825: 5820: 5814: 5812: 5811:other entities 5806: 5805: 5803: 5802: 5797: 5792: 5787: 5782: 5776: 5774: 5768: 5767: 5765: 5764: 5762:United Kingdom 5759: 5754: 5749: 5744: 5739: 5734: 5729: 5724: 5719: 5714: 5709: 5704: 5699: 5694: 5689: 5684: 5679: 5674: 5669: 5664: 5659: 5654: 5649: 5644: 5639: 5634: 5629: 5627: 5622: 5617: 5612: 5607: 5602: 5597: 5592: 5587: 5582: 5577: 5575:Czech Republic 5572: 5567: 5562: 5557: 5552: 5547: 5542: 5537: 5532: 5527: 5522: 5516: 5514: 5510: 5509: 5497: 5496: 5494: 5493: 5483: 5472: 5469: 5468: 5466: 5465: 5460: 5455: 5450: 5445: 5439: 5437: 5428: 5427: 5425: 5424: 5419: 5414: 5409: 5404: 5398: 5396: 5388: 5387: 5385: 5384: 5379: 5374: 5369: 5364: 5359: 5354: 5349: 5344: 5339: 5334: 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4572: 4565: 4564: 4554: 4548: 4545: 4544: 4540: 4539: 4536: 4535: 4531: 4529: 4528: 4523: 4515: 4508: 4507: 4503:Primary school 4497: 4491: 4488: 4487: 4483: 4481: 4480: 4473: 4463: 4456: 4455: 4450: 4445: 4440: 4432: 4429: 4428: 4416: 4415: 4412: 4411: 4409: 4408: 4403: 4398: 4393: 4388: 4383: 4378: 4372: 4370: 4366: 4365: 4363: 4362: 4357: 4356: 4355: 4350: 4345: 4340: 4335: 4330: 4325: 4320: 4315: 4310: 4305: 4300: 4295: 4290: 4285: 4275: 4270: 4265: 4260: 4255: 4250: 4249: 4248: 4243: 4238: 4228: 4223: 4218: 4216:Cognitive load 4213: 4208: 4202: 4200: 4196: 4195: 4193: 4192: 4187: 4182: 4177: 4172: 4167: 4162: 4157: 4151: 4149: 4143: 4142: 4140: 4139: 4134: 4129: 4124: 4119: 4114: 4109: 4104: 4099: 4094: 4089: 4084: 4079: 4074: 4069: 4064: 4059: 4054: 4049: 4044: 4039: 4034: 4029: 4024: 4019: 4014: 4009: 4004: 3999: 3994: 3989: 3984: 3979: 3973: 3971: 3965: 3964: 3962: 3961: 3960: 3959: 3949: 3944: 3939: 3934: 3929: 3924: 3919: 3914: 3909: 3904: 3899: 3894: 3889: 3887:Evidence-based 3884: 3879: 3874: 3873: 3872: 3867: 3862: 3857: 3852: 3851: 3850: 3835: 3830: 3824: 3822: 3821:By perspective 3818: 3817: 3815: 3814: 3809: 3804: 3798: 3796: 3790: 3789: 3779: 3778: 3771: 3770: 3763: 3756: 3748: 3742: 3741: 3735: 3730: 3725: 3717: 3716:External links 3714: 3712: 3711: 3660: 3609: 3588: 3547: 3523: 3521: 3518: 3516: 3515: 3486: 3452: 3439: 3426: 3413: 3400: 3384: 3368: 3356: 3340: 3313: 3293: 3272:(3): 378–382. 3252: 3233:(4): 345–354. 3217: 3190: 3147: 3134:(4): 411–427. 3114: 3095:(7): 739–755. 3079: 3054: 3033: 2996: 2975: 2951: 2925: 2873: 2829: 2786: 2779: 2760: 2717: 2684: 2639: 2604: 2597: 2569: 2542:(10): 808–13. 2523: 2490: 2470:978-0805826456 2469: 2449: 2405: 2386:(3): 235–266. 2370: 2351:(3): 251–296. 2333: 2320:(2): 257–285. 2297: 2286:(2): 165–169. 2270: 2243:(8): 859–867. 2223: 2209: 2190:(3): 277–302. 2164: 2112: 2077: 2062: 2021: 2000:(7): 550–563. 1980: 1945: 1926: 1905:(3): 216–223. 1878: 1863: 1844:(4): 195–200. 1828: 1784: 1763:(7): 550–563. 1743: 1694: 1673:(9): 557–565. 1653: 1644: 1629: 1611: 1562: 1533:(2): 106–113. 1513: 1478:(2): 191–201. 1462: 1443:(2): 165–174. 1427: 1378: 1358: 1333: 1321:www.unesco.org 1307: 1300: 1277: 1258:(3): 297–310. 1239: 1201: 1181:978-1933371078 1180: 1162: 1156:978-1579220372 1155: 1133: 1126: 1104: 1068: 1044: 1025:(4): 529–552. 1006: 979:(8): 792–806. 958: 905: 903: 900: 899: 898: 893: 888: 883: 878: 872: 867: 860: 857: 791: 788: 778: 775: 752: 751:Research tools 749: 719: 716: 714: 711: 705: 702: 692: 689: 675: 674:Other outcomes 672: 650: 647: 608: 605: 581: 578: 576: 573: 545: 542: 526: 525: 522: 519: 511: 495: 494:Constructivism 492: 486: 483: 482: 481: 478: 475: 472: 469: 466: 463: 460: 457: 454: 451: 448: 440: 437: 424:cognitive load 408:cognitive load 403: 402:Cognitive load 400: 394: 391: 385: 382: 376: 373: 367: 366:Time-consuming 364: 353: 350: 344: 341: 335: 332: 326: 323: 314: 311: 305: 302: 296: 293: 287: 284: 278: 275: 269: 266: 260: 257: 226: 223: 204:social studies 163:medical school 154: 151: 150: 149: 146: 143: 140: 137: 134: 131: 124: 123: 120: 117: 114: 111: 108: 105: 102: 99: 96: 88: 85: 15: 9: 6: 4: 3: 2: 6526: 6515: 6512: 6510: 6507: 6505: 6502: 6500: 6497: 6496: 6494: 6479: 6471: 6469: 6461: 6459: 6458: 6447: 6446: 6443: 6429: 6424: 6422: 6421:French Guiana 6419: 6417: 6414: 6413: 6411: 6405: 6400: 6394: 6391: 6389: 6386: 6384: 6381: 6379: 6376: 6374: 6371: 6369: 6366: 6364: 6361: 6359: 6356: 6354: 6351: 6349: 6346: 6344: 6341: 6339: 6336: 6335: 6333: 6331: 6327: 6320: 6310: 6307: 6305: 6302: 6300: 6297: 6295: 6292: 6290: 6287: 6285: 6284:New Caledonia 6282: 6280: 6277: 6275: 6272: 6270: 6267: 6265: 6264:Easter Island 6262: 6260: 6257: 6255: 6252: 6250: 6247: 6246: 6244: 6238: 6232: 6229: 6227: 6224: 6223: 6221: 6215: 6209: 6206: 6204: 6201: 6199: 6196: 6194: 6191: 6189: 6186: 6184: 6181: 6179: 6176: 6174: 6171: 6169: 6166: 6164: 6161: 6159: 6156: 6154: 6151: 6149: 6146: 6144: 6141: 6140: 6138: 6134: 6127: 6117: 6114: 6112: 6109: 6107: 6104: 6102: 6099: 6097: 6094: 6092: 6089: 6087: 6084: 6082: 6079: 6077: 6074: 6072: 6069: 6067: 6064: 6062: 6059: 6057: 6054: 6052: 6049: 6047: 6044: 6042: 6039: 6037: 6034: 6032: 6029: 6027: 6024: 6022: 6019: 6018: 6016: 6008: 6002: 6001:United States 5999: 5997: 5994: 5992: 5989: 5987: 5984: 5982: 5979: 5977: 5974: 5972: 5969: 5967: 5964: 5962: 5959: 5957: 5954: 5952: 5949: 5947: 5944: 5942: 5939: 5937: 5934: 5932: 5929: 5927: 5924: 5922: 5919: 5917: 5914: 5912: 5909: 5907: 5904: 5902: 5899: 5897: 5894: 5892: 5889: 5888: 5886: 5882: 5875: 5865: 5862: 5861: 5859: 5855: 5849: 5846: 5844: 5841: 5839: 5836: 5834: 5831: 5829: 5826: 5824: 5823:Faroe Islands 5821: 5819: 5816: 5815: 5813: 5807: 5801: 5798: 5796: 5795:South Ossetia 5793: 5791: 5788: 5786: 5783: 5781: 5778: 5777: 5775: 5769: 5763: 5760: 5758: 5755: 5753: 5750: 5748: 5745: 5743: 5740: 5738: 5735: 5733: 5730: 5728: 5725: 5723: 5720: 5718: 5715: 5713: 5710: 5708: 5705: 5703: 5700: 5698: 5695: 5693: 5690: 5688: 5685: 5683: 5680: 5678: 5675: 5673: 5670: 5668: 5665: 5663: 5660: 5658: 5655: 5653: 5650: 5648: 5647:Liechtenstein 5645: 5643: 5640: 5638: 5635: 5633: 5630: 5628: 5626: 5623: 5621: 5618: 5616: 5613: 5611: 5608: 5606: 5603: 5601: 5598: 5596: 5593: 5591: 5588: 5586: 5583: 5581: 5578: 5576: 5573: 5571: 5568: 5566: 5563: 5561: 5558: 5556: 5553: 5551: 5548: 5546: 5543: 5541: 5538: 5536: 5533: 5531: 5528: 5526: 5523: 5521: 5518: 5517: 5515: 5511: 5507: 5502: 5492: 5488: 5484: 5482: 5474: 5473: 5470: 5464: 5461: 5459: 5456: 5454: 5451: 5449: 5446: 5444: 5441: 5440: 5438: 5433: 5429: 5423: 5420: 5418: 5417:South Ossetia 5415: 5413: 5410: 5408: 5405: 5403: 5400: 5399: 5397: 5395: 5389: 5383: 5380: 5378: 5375: 5373: 5370: 5368: 5365: 5363: 5360: 5358: 5355: 5353: 5350: 5348: 5345: 5343: 5340: 5338: 5335: 5333: 5330: 5328: 5325: 5323: 5320: 5318: 5315: 5313: 5310: 5308: 5305: 5303: 5300: 5298: 5295: 5293: 5290: 5288: 5285: 5283: 5280: 5278: 5275: 5273: 5270: 5268: 5265: 5263: 5260: 5258: 5255: 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Daly 626:opened its 516:scaffolding 417:scaffolding 208:engineering 165:program at 6493:Categories 6071:Montserrat 6066:Martinique 6061:Guadeloupe 5916:Costa Rica 5717:San Marino 5677:Montenegro 5657:Luxembourg 5637:Kazakhstan 5540:Azerbaijan 5372:Uzbekistan 5347:Tajikistan 5262:Kyrgyzstan 5242:Kazakhstan 5162:Bangladesh 5152:Azerbaijan 5080:(Portugal) 5038:Somaliland 4958:Seychelles 4923:Mozambique 4908:Mauritania 4893:Madagascar 4848:The Gambia 4783:Cape Verde 4636:Continuing 4626:Vocational 4231:Curriculum 4165:Democratic 4137:Vocational 4127:Technology 4087:Philosophy 3969:By subject 3947:Technology 3927:Psychology 3912:Philosophy 3902:Leadership 3843:Evaluation 3838:Assessment 3576:1874/16899 3184:1765/14377 3048:2014-01-29 2990:2012-11-16 2969:2019-09-19 2670:1765/25513 2428:(1): 1–9. 1062:2022-04-14 902:References 264:learning. 225:Advantages 6393:Venezuela 6338:Argentina 6143:Australia 6056:Greenland 5971:Nicaragua 5946:Guatemala 5828:Gibraltar 5652:Lithuania 5458:Hong Kong 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