In this paper, we describe how a Danish problem-based learning university adapted to the circumstances surrounding the coronavirus disease of 2019 (COVID-19) pandemic. Our findings reveal that digital problem-based learning mitigated some negative consequences that appeared with the lockdown and resulting shift to 100 percent online teaching. While students prefer the traditional face-to-face teaching mode due to the energy, variation, and socialization associated with on-campus learning, we observed that students who have worked in project groups had a more positive experience with online learning, which indicates belonging to a project group can increase students’ motivation to participate in online teaching activities. Our findings challenge the idea that problem-based learning revolves around face-to-face interaction on campus. We highlight lessons that we learned when we rapidly shifted to online distance teaching.
Haslam, C. R., Madsen, S., & Nielsen, J. A. (2021). Problem-based Learning during the COVID-19 Pandemic: Can Project Groups Save the Day?. Communications of the Association for Information Systems, 48, pp-pp. https://doi.org/10.17705/1CAIS.04821
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