Wolfram Antepohl

A comparison of the effects of problem‐based learning and lecturing on the development of students' critical thinking

Problem-Based Learning: What and How Do Students Learn?

Problem based learning and the case method–medical students change preferences during clerkship

The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

Comparison of Student Performance after Lecture-Based and Case-Based/Problem-Based Teaching in a Large Group

Best practices of formal new graduate nurse transition programs: An integrative review

A comparison of competencies between problem-based learning and non-problem-based graduate nurses

The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23

How can primary school students learn self-regulated learning strategies most effectively?

Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments

Effects of problem-based learning: a meta-analysis

Effect of problem-based learning in pharmacology education: A meta-analysis

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness

Teaching integrative physiology using the quantitative circulatory physiology model and case discussion method: evaluation of the learning experience

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

Perspectives into learning at the workplace

Understanding Student Differences

Assessment of Problem-Based Learning in the Undergraduate Statistics Course

Engineering Education and the Development of Expertise

Developing Critical Thinking Skills of Students in Mathematics Learning

Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks

Qualitative Analysis of Undergraduate Paramedic Students’ Perceptions of Using Case-Based Learning in An Online Learning Environment

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

HOW SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROJECT-BASED LEARNING (PBL) AFFECTS HIGH, MIDDLE, AND LOW ACHIEVERS DIFFERENTLY: THE IMPACT OF STUDENT FACTORS ON ACHIEVEMENT

A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Do undergraduate paramedic students embrace case based learning using a blended teaching approach? A 3-year review

Pedagogies of Engagement: Classroom-Based Practices

Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction

Problem‐based learning versus lecture‐based learning in a course of basic pharmacology: a controlled, randomized study

A follow‐up of medical graduates of a problem‐based learning curriculum

Long-term follow up of factual knowledge after a single, randomised problem-based learning course