Interdisciplinary Megaprojects in Blended Problem-Based Learning Environments: Student Perspectives

This paper presents research and initial findings on the launch and first two rounds of educational megaprojects at Aalborg University, i.e. large-scale interdisciplinary projects designed to address highly complex problems and grand societal challenges such as the Covid-19 pandemic or the UN Sustainable Development Goals. Based on data collected through observations of blended, collaborative learning activities as well as student interviews, the paper identifies and discusses potentials and challenges related to the implementation of interdisciplinary collaborative learning in blended problem-based learning environments, with a particular focus on students’ experiences and perspectives. The concept of high and low distinctiveness and responsiveness within ‘educational adhocracies’ is introduced as a framework for analyzing interdependencies and barriers for collaboration within current running megaprojects. Based on these preliminary findings, specific collaborative learning activities are proposed as ways to facilitate higher degrees of both distinctiveness and responsiveness in future megaprojects, particularly in the early stages of the project to ensure higher interdependency and thus motivation for interaction and collaboration.