Vol. 10 No. 1 (2022)

Published 19. December, 2022

Editorial

Patrik Kjærsdam Telléus, Bettina Dahl Søndergaard

https://doi.org/10.54337/ojs.jpblhe.v10i1.7605

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Paper

Dervla Kelly, Clare Conway, Sarah Harney, Helena McKeague

Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners

https://doi.org/10.54337/ojs.jpblhe.v10i1.6362

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Michael Crichton, Hazel Crichton, Gregor Colville

Students’ Perceptions of Problem-Based Learning in Multidisciplinary Groups When Seeking to Solve an Engineering Grand Challenge

https://doi.org/10.54337/ojs.jpblhe.v10i1.6823

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Jesper Simonsen, Olav Storm Jensen

An Academic and Personal Approach to Supervising Project Groups

https://doi.org/10.54337/ojs.jpblhe.v10i1.6693

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Eun Hye Son, Tara Penry

Variations in Project-Based Course Design

https://doi.org/10.54337/ojs.jpblhe.v10i1.6821

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Case studies of PBL and reflections on PBL in practice

Ebrahim Karan, Lisa Brown

Enhancing Students’ Problem-solving Skills through Project-based Learning

https://doi.org/10.54337/ojs.jpblhe.v10i1.6887

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Malene Brohus, Palle Duun Rohde, Simon Gregersen Echers, Klaus Westphal, Rasmus Ern, Helene Halkjær Jensen

Exploring Approaches for Blended Learning in Life Sciences

https://doi.org/10.54337/ojs.jpblhe.v10i1.7304

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Jacob Davidsen, Dorthe Vinther Larsen, Lucas Paulsen, Sten Rasmussen

360VR PBL: A New Format of Digital Cases in Clinical Medicine

https://doi.org/10.54337/ojs.jpblhe.v10i1.7097

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Vibeke Andersson, Helene Balslev Clausen

Improving Employability for Students through Co-Creation and External Collaboration: Experiences and Outcomes

https://doi.org/10.54337/ojs.jpblhe.v10i1.6851

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Charles Wynn

Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

https://doi.org/10.54337/ojs.jpblhe.v10i1.7288

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Entire issue

https://doi.org/10.54337/ojs.jpblhe.v10i1.7606

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