Problem‐based learning: future challenges for educational practice and research

By Diana H. J. M. Dolmans, W. D. de Grave, I. Wolfhagen, C. V. D. van der Vleuten. Medical Education, 2005

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Problem-Based Learning: An Overview of its Process and Impact on Learning (2016, background): “Hence, the underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity.(12) (p39) The principle of constructivism positions students as active knowledge seekers and co-creators who organise new relevant experiences into per”
Small-Group Problem-Based Learning as a Complex Adaptive System. (2007, background): “When the group is functioning with high integrity, the students are motivated to study more and deeper (Dolmans et al., 2005).”
Quiet or questioning? Students' discussion behaviors in student-centered education across cultures (2014, background): “…2007; Khoo 2003; Ladyshewsky 1996), and the importance of the scope of PBL implementation, personality differences between students, the assessment system, and the major mediating role of the tutor in discussion sessions (Dochy et al. 2003; Dolmans et al. 2005; Moust, Van Berkel and Schmidt 2005).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “In order to encourage active participation in knowledge construction, research has shown that students should work on complex, less structured, or open problems, which can be solved only through a deeper understanding of the topic (Dolmans et al. 2005).”